International Journal of Academic Research in Education and Review
 

International Journal of Academic Research in Education and Review

Vol. 4(5), pp. 127-142. November, 2016.

ISSN: 2360-7866

DOI: 10.14662/IJARER2016.020

Full Length Research

The study examined the impact of classroom seating arrangements on memory recall and its subsequent implied effect on academic performance. The study sought to find out if there was a significant difference in performance of students who sat towards the front, middle and back positions in the classrooms. The experiment was conducted on sixty (60) Form-Two students of Kwegyir Aggrey Memorial School. Three conditions with 20 subjects were randomly assigned to each condition. The Brown-Petersons Auditory consonant Trigram was used and subjects under each condition were presented with nonsense trigrams to learn and recall either immediately or after performing a mathematical test. A difference in performance in the recall of words of students who sit in front of the class, middle and of students who sit at the back of the classroom was obtained and was realized from the results that seating arrangements have no effects on the performance of students. As against previous findings, no significant difference occurred between performance of students who sat in front, middle or at the back. This indicated that students perform the same irrespective of their seating position in class.

KEY WORDS: Seating arrangements, Memory recall, Academic Performance

 

Cite This Article As: Ayikwei TA (2016). Effects of Classroom Seating Arrangements on Memory Recall. Inter. J. Acad. Res. Educ. Rev. 4(5): 127-142
 

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