PHILIPPINE NORMAL UNIVERSITY NORTH LUZON

The National Center for Teacher Education

The Indigenous Peoples Education Hub
Alicia, Isabela

CBAR Proposal Form

Understanding the Impact of Seating Arrangements on 3rd Graders' Attention and

CBAR TITLE Engagement During Lessons

Ancheta, Jienine A.
PROPONENTS
Baluto, Angel G.
Del Rosario, Ma. Graciella I.
Lariosa, Jem Marie D.
Pablis, Liezel Bianca S.
Rivera, Jea Ann Mia L.

TOPIC IN THE Research Agenda:

PNU RESEARCH
Research Theme:
AGENDA
In the realm of education, fostering student attention and engagement during lessons is vital for
I. Brief Description
an effective learning process. For young learners, who are at a critical stage of cognitive and
of study
social development, maintaining focus in the classroom can be challenging, as numerous factors
influence a student's ability to stay engaged.

In the teaching and learning process, many issues and challenges can arise, impacting students'
performance. One such challenge is the arrangement of the classroom and how students are
positioned in relation to the teacher and their peers, which can significantly affect their ability to
engage with the lesson and maintain focus. Seating arrangements, in particular, play a crucial
role in influencing student behavior, participation, and attention. Gao et al. (2022) emphasize
that the arrangement of seats in classrooms is a key factor affecting student participation, as it
influences visibility, mobility, and engagement in discussions, ultimately impacting student
attention and academic performance.

In a primary education setting, where students are still developing their cognitive skills, a well-
planned classroom seating arrangement is particularly important, as noted by Hudson (2024).
Classroom seating arrangements are not only essential for students’ academic development but
also for their social functioning in the classroom (Ghana, 2017). According to this study, the
most effective seating arrangements are the U-Shape, Square, and Stadium configurations, as
they build and promote teamwork and collaboration in the classroom. Rahman (2003) states that
some possible arrangements of students’ seats include (1) rows, (2) grouping, (3) horseshoe or
U-shape, and (4) radial or square patterns. A suitable seating arrangement may contribute to
teaching goals and positively influence students’ attention in the teaching and learning process.

The primary purpose of this study is to understand the impact of seating arrangements on
students' attention and engagement during lessons. This research aims to investigate how
 PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela

different seating arrangements influence student behavior, participation, engagement, and

overall learning outcomes in the classroom.

The result of the study is relevant to the following:

II. Significance of
the study to the For Teachers: The results of this study can help teachers design effective classroom seating
research arrangements that create a better classroom environment, fostering student attention and
priorities of the participation, which enhances the overall teaching and learning process.
University
For Students: The findings of this study can lead to improved classroom seating arrangements,
creating a more engaging and focused learning environment. This can enhance academic
performance and contribute to a better learning experience.
For Future Educational Researchers: This study contributes to the growing body of literature
on the influence of classroom settings on student learning. It can be a valuable resource for
future research, especially in exploring how seating arrangements impact student attention and
engagement during lessons.

In summary, there is a need for a better understanding of how seating arrangements impact
III. Statement of
students' attention and engagement in the classroom, specifically for 3rd graders. A structured
Purpose or
approach to identifying and evaluating these arrangements is essential for optimizing learning
Objectives
environments. More specifically, the following research questions need to be addressed:

1. What are the different seating arrangements that are commonly used in grade three
classrooms?
2. How do different seating arrangements affect the attention level of grade three pupils
during lessons?
3. How do seating arrangements influence grade three pupils' engagement and behavior
during lessons?

IV. Graphical
A conceptual framework illustrates the variables' expected relationship. It determines
Conceptual
Framework the essential goals for the study's methodology and maps out how they interact to
produce coherent results (Bas Swaen and Tegan George, 2022). It is organized logically
to help provide a picture or visual representation of how ideas in a study relate to one
another (Grant & Osanloo, 2014).

This study will be used to understand the impact of seating arrangements on the attention and
engagement of Grade 3 students. It aims to demonstrate how different seating configurations
affect learners' focus and participation in the classroom. The main objective is to evaluate the
effectiveness of specific seating arrangements in students' attention and engagement during
 PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela

lessons.
The conceptual framework for this study revolves around the exploration of seating
arrangements to understand it’s impact on the attention and engagement of Grade 3 pupils at
Alicia Central School. The study delves into two major components: the independent variables,
which include the process involving data collection through interviews, observations, and field
notes. The ultimate goal is to understand the impact of seating arrangement to attention and
engagement of the said learners.
The first box (left box) encompasses various seating arrangements, such as Traditional rows, U-
shaped arrangement, Cluster seating, and Circular seating. The second box (middle box) details
the process of data collection, utilizing interviews, observations, and field notes. These methods
are chosen to provide a comprehensive understanding of the learners' experiences with different
seating arrangements. Interviews allow for direct insights into their preferences and comfort
levels, while observations and field notes capture real-time behavior and interaction changes.
The third box (right box) focuses on the dependent variable, which is the enhancement of
learners' attention and engagement through the implementation of various seating arrangements.

Research Design
V. Methodology

A thorough method will be used in the research design to understand the impact of seating
arrangements on 3rd graders' attention and engagement during lessons. Qualitative research
involves collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand
concepts, opinions, or experiences. It can be used to gather in-depth insights into a problem or
generate new ideas for research. insights for a more profound comprehension of the difficulties
encountered (Bhandari, 2020).

Selection and Description of Respondents

The research population, also known as the target population, refers to the entire group or set of
individuals, objects, or events that possess specific characteristics and are of interest to the
researcher. The research population is defined by the research objectives as well as the specific
parameters or attributes under investigation (Thomas, 2023). The study population consists of
pupils of Alicia Central School.
A sample is a subset of the research population that has been carefully chosen to represent its
characteristics. Researchers study this smaller, more manageable group in order to draw
conclusions that can be generalized to the larger population. The sample must be chosen in an
approach that accurately reflects the diversity and pertinent characteristics of the research
population (Thomas, 2023). The sample will include one of the three sections of Grade 3 of
Alicia Central School.

The method of purposive sampling will be used to develop the sample of the research under
discussion. According to Bisht R. (2024), Purposive sampling is a non-randomized technique
used to select sampling units based on specific criteria. It is a form of non-probability sampling
where the researcher intentionally chooses a sample (individuals, cases, or events) that they
 PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela

believe aligns with the study's objectives.

Data Gathering Instrument

The study will examine the validity, authenticity, and novelty of observed and documented data
from both primary and secondary sources. These sources include interview protocol and
observational checklist.

An interview will be conducted where the researcher asked one or more participants general,
open-ended questions and recorded their answers (Creswell, 2012, as cited in Ismayanti, 2019).
In this study, the researchers will serve as the interviewers. The interview type was open-ended,
focusing on in-depth questions related to the research topic. The interview questions, will be
develop by the researcher and adapted from expert sources, centered around the research topic.
To ensure data validity, the researcher will record and transcribe the interviews for analysis.

Another instrument that will be used by the researcher is an observation checklist. Observation
involves gathering open-ended, direct information by observing people and locations at the
research site (Creswell, 2012, as cited in Ismayanti, 2019). Along with the observation
checklist, the researcher will also include field notes as an alternative method to capture details
that may not be covered in the checklist, ensuring more comprehensive data collection.

Data Gathering Procedure

The researchers will engage interviews and observations with the participants as part of the data
collection procedure. Discussions will begin adhering to the advisor's formulation and approval
of the research proposal along with pertinent documents. Before beginning the study,
permission from the school administration will be requested. Furthermore, written permission
from the research advisor will be obtained in order to conduct interviews and collect the
necessary data. Each interview will last 30–45 minutes and will be recorded in audio format,
with a casual and informal conversational style. Along with interviews, field notes, follow-up
inquiries, and informal interactions with participants will be documented. The students will be
observed by the researcher over a specific time frame, with observations scheduled during
regular classroom sessions.

Consent to Participate in a Research Study

VI. Ethical
Considerations –
Present the plan to
address the Title of Research: Understanding the Impact of Seating Arrangements on 3rd Graders'
following: Attention and Engagement During Lessons

● Type of Researchers: Jienine A. Ancheta, Angel G. Baluto, Ma. Graciella I. Del Rosario, Jem Marie D.
participants Lariosa, Liezel Bianca S. Pablis, Jea Ann Mia L. Rivera
 PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela

Affiliation: Philippine Normal University North Luzon

(if involves
vulnerable Email addresses:
population)
ancheta.jia@stud.pnu.edu.ph, baluto.ang@stud.pnu.edu.ph, delrosario.mgi@stud.pnu.edu.ph,
● Risk/s to pablis.lbs@stud.pnu.edu.ph, lariosa.jmd@stud.pnu.edu.ph,
participants
and rivera.jaml@stud.pnu.edu.ph
researchers
● Benefits to
INTRODUCTION
the
participants You are cordially invited to participate in this research study. Your selection as a participant is
or based on the following criteria:
community
 Teachers: You have been selected because you are a faculty member at Alicia Central
● Confidentialit School.
y and
handling of  Parents: You have been selected as we require consent from the guardians of the
data students.

● Consent form  Students: You have been selected because you are currently enrolled at Alicia Central
contents School.

● Conflict of We kindly request that you review this form thoroughly and do not hesitate to ask any questions
interest you may have before agreeing to participate in this study.

PURPOSE OF THE STUDY

The purpose of this study is to examine how different seating arrangements impact the attention
and engagement of 3rd-grade students in the classroom. By identifying and evaluating the
effectiveness of various seating layouts, the study aims to provide insights into optimizing
learning environments that promote better attention span and engagement. The findings of this
research will contribute to more informed decisions about classroom design and seating
strategies that enhance students' learning experiences. More specifically, the following research
questions need to be addressed:
1. What are the different seating arrangements that are commonly used in grade three
classrooms?
2. How do different seating arrangements affect the attention level of grade three pupils
during lessons?
3. How do seating arrangements influence grade three pupils' engagement and behavior
during lessons?

DESCRIPTION OF THE STUDY PROCEDURES

If you agree to be a part of this study, you will be asked to do the following tasks:
● Participate in an interview/Answer an evaluation form.
PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela

● Engage in a session using different seating arrangements.

BENEFITS OF BEING IN THE STUDY

By participating in this study, you will contribute to a deeper understanding of how seating
arrangements affect attention and learning in the classroom. This knowledge can be used to
create more effective learning environments, benefiting both current and future students. The
findings may also help educators and schools within the community implement strategies that
foster better focus and engagement, ultimately improving overall student performance and
classroom experiences.

CONFIDENTIALITY

Your personal identity and any other identifying information will not be collected or retained
during this study. All data gathered, including responses to survey questionnaires and
evaluation forms, will be treated with strict confidentiality. The information will only be
accessible to the researchers and used solely for research purposes. To further protect your
privacy, all data will be anonymized, and results will be reported in aggregate form to prevent
the identification of individual participants. Data will be securely stored and handled to ensure
it is protected throughout the study and after its completion.

RIGHT TO REFUSE OR WITHDRAW

Your participation in this study is entirely voluntary. Should you choose not to participate, it
will not affect your relationship with the research team. Additionally, you have the right to
withdraw from the study at any time without any consequences.

RIGHT TO ASK QUESTIONS AND REPORT CONCERNS

You have the right to inquire about any aspect of this research study and receive clear and
comprehensive responses from the researchers at any point before, during, or after the study. If
you have further questions about this study, feel free to contact us.

CONSENT

Your signature indicates that you decided to volunteer as a respondent of the study and that you
 PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela

have understood the terms and agreement in conducting the research procedures.

Respondent's name (print):

Respondent’s signature:
Date:

VII. Personnel and

their specific job
Role Name Function
descriptions

Facilitator(s)/ All Act as the primary guides for participants

Instructor(s) Researchers during the intervention or research activities,
providing instruction, demonstrations, or
training as needed.

Evaluator(s) All Assess and evaluate the effectiveness of the

Researchers research intervention or process, analyzing
outcomes to provide objective feedback on its
success.

Interviewer(s) All Conduct interviews with participants,

Researchers particularly gathering insights from students,
teachers, and other stakeholders involved in
the research.

Implementer All Oversee the actual implementation of the

Researchers research intervention, such as new teaching
strategies or changes in classroom setup
(seating arrangement)

VIII. Schedule of
Activity Duration Inclusive Dates Key People
Activities

Review of Literature and 1 Week January 13, 224 - Researchers

Indicate duration of Existing Seating January 19, 2025
each activity and Arrangements
inclusive dates
Development of Research 1 Week January 20, 2024 - Researchers
Instruments (e.g., January 26, 2025
Observation Checklist,
Surveys and interview
PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela

questions)

Request permission to 1 day January 29, 2025 School Principal

conduct research.

Cooperating Teacher

Researchers

Orientation: Explanation of 1 day January 31, 2025 Cooperating Teacher

Research Purpose and
Process
Researchers

Participants

Baseline Observation on 1 week February 03, 2025- Cooperating Teacher

Current Seating
February 07, 2025-
Arrangement (e.g., rows)
Researchers

Participants

Introduction and 1 week February 10, 2025 - Cooperating Teacher

Implementation of new February 14, 2025
Seating Arrangement 1
Researchers

Participants

Observation and Data 1 week February 17, 2025 - Cooperating Teacher

Collection for Seating February 21, 2025
Arrangement 1
Researchers

Participants
 PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela

Introduction and 1 Week February 24, 2025 - Cooperating Teacher

Implementation of New February 28, 2025
Seating Arrangement 2 (e.g.,
U-shapes) Researchers

Participants

Observation and Data 1 Week March 3, 2025 – Cooperating Teacher

Collection for Seating
March 7,2025
Arrangement 2
Researchers

Participants

Data Analysis and 2 weeks March 8, 2025 – Researchers

Interpretation
March 23, 2025

Preparation of Findings and 1 week March 24, 2025 – Researchers

Recommendations Report
March 30, 2025

Presentation of Findings 1 day March 31, 2025 Researchers

Research Adviser

Panelist(s)

References

Abror, Abror, A. R. (2003). Psikologi Pendidikan. Yogyakarta: Tirta Wacana. Retrieved from https://examplelink.com/

Bayog, K. B., Torzar, C. D., Bonhoe, N., Salamanca, P., Ramis, D. J., Makilan, A. S., Egalin, K., Pamplona, E. A., Arciosa, Z.
X., & Pineda, C. I. (2024). Effect of classroom seating arrangement on student's participation. ResearchGate.
https://doi.org/10.13140/RG.2.2.33002.29124

Bhandari, P. (2020) What is Qualitative Research Methods & Examples. - References - Scientific Research Publishing. (n.d.).
Retrieved from https://doi.org/10.4236/oalib.1107068
 PHILIPPINE NORMAL UNIVERSITY NORTH LUZON
The National Center for Teacher Education
The Indigenous Peoples Education Hub
Alicia, Isabela

Bisht, R. (2024). What is Purposive Sampling? Methods, Techniques, and Examples | Researcher Life.
https://researcher.life/blog/article/what-is-purposive-sampling-methods-techniques-and-examples/

Gao, N., Rahaman, M. S., Shao, W., Ji, K., & Salim, F. D. (2022). Individual and group-wise classroom seating experience.
Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 6(3), 1–23.
https://doi.org/10.1145/3550335

Ghana, J. K. (2017). Seating arrangement affecting student performance. Retrieved from

https://www.ghanaweb.com/GhanaHomePage/NewsArchive/Seating-arrangements-affecting-students-performance-
Expert-578926#

Hudson, G. (2024). Does seating arrangement affect learning? Classroom Direct. https://classroomdirect.co.uk/blogs/blog/does-
seating-arrangement-affect-learning?srsltid=AfmBOop3vmpowh2isPh7f6o7pvdevuVz57J52VeEzVftV6uR3rzSbr8p

Ismayanti, F. (2019). Novice And Experienced Tearcher’s Beliefs And Practices In Project Based Learning For Teaching
Reading. Retrieved from http://repository.um-surabaya.ac.id/3786/

Mabiog, C. (n.d.). Seating arrangement towards effective learning. Teaching and Learning, Learning and Teaching. 1-41.
Retrieved from https://www.academia.edu/38712111/Seating_Arrangement_Towards_Effective_Learning

Poorvu Center for Teaching and Learning. (n.d.). Classroom seating arrangements. Yale University. Retrieved from
https://poorvucenter.yale.edu/ClassroomSeatingArrangements

Syaifullah, A., Munir, M., & Ariyani, A. (2022). An analysis of seating arrangement on students’ learning attention. Journal of
English Education and Linguistics Studies (JoEELS), Volume (Issue), 1-9. Retrieved from
https://ojs.unm.ac.id/JoEELE/article/download/31221/14431

Thomas, R. (2023). Unraveling Research Population and Sample: Understanding their role in statistical inference. Retrieved
from https://www.enago.com/academy/population-vs-sample/