“Action Zones” and Academic Performance in a Middle School Classroom

Abstract

The relationship between self-selection seating choice and academic performance in a classroom was investigated. Eight teachers and 161 pupils in a Florida middle school participated in the study. Results indicated that pupils who sat in the front of the classroom did better academically than those who sat in the middle. However, students who sat in the front of the classroom did not necessarily do better than those who sat in the back.