شبكة المعلومات العربية التربوية

This paper examines the impact of seating locations on student classroom learning. Specifically, it examines the impact of seating locations on a) student learning motivation, b) student-student and teacher-student relationships, c) the nature of different tasks and activities performed, and d) student classroom participation. Its impact on classroom participation is carefully discussed because active engagement and participation in the learning experience positively affects students’ learning while promoting the use of higher order thinking skills (Flynn, Vermette, Mesibov & Smith, 2009; McKeachie, 1990; Stronge, 2007). Student control, along with the implications related to seating locations in the classroom is also explained and discussed. Research gaps in this area are identified. (Published abstract)