Is There a Back of the Room When the Teacher Is in the Middle?

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1 Is There a Back of the Room When the Teacher Is in the Middle? By Julia Miller Kregenow, Michael Rogers, and Matthew F. Price We studied student seating habits in both a traditional lecture hall with the instructor in the front and in a SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) studiostyle classroom with the instructor in the middle. Like several previous authors, we find that students with higher course grades tend to sit in the front of a lecture hall and those with lower course grades toward the back. However, no clear pattern of either high or low grades appears in a SCALE-UP classroom. We compare our results with previous studies, both those using assigned seating and those allowing free-seat selection, as we did. Seat selection at the beginning of the semester did not correlate with any demographic or grade factors, but rather students appeared to choose their seats arbitrarily or because of social factors (e.g., near friends). Student seat location remains remarkably consistent throughout the semester, indicating that students form a bond with their initial seat. The observed mixing of A students throughout the room suggests that the SCALE-UP room has effectively eliminated the front of the room phenomenon seen in lecture halls. However, the small number of D and F students prohibits determining whether the SCALE- UP room has equally eliminated the back of the room phenomenon. Students engaged in a hands-on activity. Photograph taken from door in corner (lower right corner in Figure 1). Recent publications by Perkins and Wieman (2005) and Kalinowski and Taper (2007) have reported interesting and contradictory results for student performance on the basis of where students sit in a traditional lecture hall. Perkins and Wieman discovered that the performance of students in the back of the room was poorer than that of those in the front, even when students were randomly assigned these seats. Kalinowski and Taper used a similar random seating assignment and found no such difference. These investigations had differently configured rooms, numbers of students, and student populations, and both agreed on the importance of understanding the role that the classroom plays in student learning. These experiments inspired us to investigate how students perceive and perform in a large enrollment course that uses a studio physics/scale-up (Student-Centered Activities for Large Enrollment Undergraduate Programs) style room instead of a lecture hall. The SCALE-UP approach, developed at North Carolina State University (Beichner et al. 2000), facilitates an interactive classroom by creating a student-centered and technologyenhanced learning environment for classes of greater than 100 students. Ithaca College is conducting a multiyear National Science Foundation funded project to offer introductory general education astronomy and algebra-based introductory physics using the SCALE-UP method. We refer to our approach as Performance-based Photo courtesy of the author 45

2 Physics (PbP), and our classroom contains 11 tables (6.5 feet in diameter) with nine seats each, for a total capacity of 99 students. Slightly offset from the center of the room are two identical instructor stations, with controls for the room lights, a document camera, several computers, and a Crestron touch-sensitive panel for controlling the room s eight projectors and audiovisual inputs. Moveable partitions can be installed down through the center of the instructor stations to create a wall and divide the room into two unequal classrooms that can be used independently, with eight tables on the larger side and three tables in the smaller. Without the partitions, the class can use all 11 tables, and the instructor has access to both instructor stations (see opening photo and Figure 1). SCALE-UP style classrooms are becoming more common, and this study is a first step to understanding how room dynamics interact with student perceptions and performance in such a classroom. For example, in a lecture hall, one can define back, front, aisle, and middle rows, yet a SCALE-UP style room has none of these features. In fact, the instructor can approach and talk with any student in the class; there is no way for a student to hide physically from the instructor. Though the room does not have the same physical characteristics as a lecture hall, students may perceive similarities, and this type of room may even play its own distinct role in student learning. With a better understanding of this role, instructors can, if they wish, use assigned seating to strategically place students in locations in the room that are likely to benefit them most. Even if not using assigned seating, this work will elucidate how different seats in the room are perceived by students, and instructors may adjust their teaching styles accordingly. For example, in lecture halls, some instructors physically walk up and down the aisles in order to improve connection with students in the back. Analogously, in a SCALE-UP style room, instructors FIGURE 1 Plan-view diagram of the Performance-based Physics classroom at Ithaca College. could deliberately try to engage students in different areas of the room, such as the periphery, near the doors, and where seats face both toward and away from the instructor. Methods We conducted our investigation on the seating behaviors of students in six classes over two semesters. The classes included algebra-based introductory physics (taken primarily by physical therapy and premedical students as a requirement for their majors), an introductory astronomy class emphasizing planets, and an introductory astronomy class emphasizing stars and galaxies (both astronomy courses satisfy our general education science requirement). Because of our National Science Foundation funded study, all of these courses were offered in two modes, with one section being held in a lecture hall and the other in our PbP classroom. The two modes for each course were offered in the same semester using the same instructor for each mode, with different instructors for the physics and astronomy courses. Students self-selected their section (mode) with no prior knowledge of the difference between the two sections. A check of standard demographic data such as GPA and gender showed no significant differences between the students in each mode. The general student populations are presented in Table 1. Students were allowed to select their own seats in each classroom. We chose this approach rather than using randomly assigned seats (as some previous authors [Kalinowski and Taper 2007; Perkins and Wieman 2005; Benedict and Hoag 2004; Monterola, Roxas, and Carreon- Monterola 2009] have done in lecture hall only studies) in order to determine where students prefer to sit, as seating preference has been identified by Benedict and Hoag (2004) and Holliman and Anderson (1986) as an important correlate of course performance. Seating data were collected in three ways. First, all students were polled about their seating preferences in a previous large lecture class to identify any prior seating habits. Second, current seat location was actually recorded either once at midsemester (fall semester) or once on the first day of class and again during the last week (spring semester) to facilitate an understanding of how students 46 Journal of College Science Teaching

3 Is There a Back of the Room When the Teacher Is in the Middle? may change their seating preference. During the second semester of our study, students were also asked in a brief written survey at the end of the semester to explain why they chose their particular seat location. Results In order to gather self-reported data on seat location and performance in a previous large lecture class, students were asked during a routine class to respond to clicker questions about where they most often sat and what grade they received in a previous large lecture class (see Figure 2). During the first semester, we asked students to identify these previous courses and found a wide range of courses involved, with the physical therapy students often taking large lecture biology courses prior to taking our physics course. When we combine all of the student responses into one data set, our results are similar to those of Benedict and Hoag (2004), Holliman and Anderson (1986), Pedersen (1994), and Perkins and Wieman (2005) who reported that students sitting closer to the front of the lecture hall scored better than did students in the back half of the lecture hall. Our results do show an interesting feature: Students who reported sitting in the very back row showed a grade profile surprisingly similar to those in the very front row. This suggests an interesting subpopulation of students who choose these very back seats, which we plan on examining in a future study designed specifically to understand this student behavior. The combination of course grades for all three traditional lecture hall sections under study into one data set (N = 182) shows more students in the front of the lecture hall earning higher overall course grades than those in the back (see Figure 3), which is consistent with previous studies. With no prior understanding of how students perceive a SCALE-UP style classroom, we used a schematic of the classroom and placed the final course grade on top of each student s seat as determined at the beginning of the semester (see Figure 4). In contrast with findings of previous studies of lecture halls, there appears to be no preferred location for the highest grades in the SCALE-UP style room. Thus this room seems to have done away with the front of the room phenomenon that numerous other authors already cited have previously found to exist in lecture halls, although the large fraction of As and Bs given (83%) in the classes studied make this hard to say for certain. Moreover, at least some active learning techniques were used in all sections, including clickers. But more active learning techniques were possible in the PbP room, including group work and integrating laboratory activities and lecture, which may also play a role in the removal of the front of the room effect. What is even less clear, because of the small numbers of low-performing students, is whether a SCALE-UP style room has eradicated the back of the room where D and F students have previously been concentrated. Figure 4 shows no clear pattern for the F and W (withdrawn) students. In addition to course grades, all six classes used a pre- and posttest to measure student conceptual gains. The physics course used the Force Concept Inventory (Hestenes, Wells, and Swackhamer 1992), and the astronomy course used both the Light and Spectroscopy Concept Inventory (Bardar et al. 2007) and an instrument under development by one of the instructors of the classes (see Kregenow, Rogers, and Constas 2010 for more detailed information about our instrument selections and implementation strategies). To calculate conceptual gain, we used Marx and Cummings s (2007) normalized change, where c = (post-pre)/(max-pre) for positive gains (post > pre), and c = (post-pre)/ pre for negative gains (post < pre). Normalized changes range from 100% to 100%, with nearly all the students showing positive gains. The conceptual gains of all three traditional lecture sections together are shown versus seating location in the lecture hall (see Figure 5). Paired t-tests between each of the front, middle, and TABLE 1 Demographic information for the students in all six classes included in this study. Semester Course Section Enrollment Typical major Typical year Gender Fall Fall Spring Physics (algebra based) Astro (planets) Astro (stars/galaxies) Note: PbP = Performance-based Physics. PbP N = 68 79% physical therapy 81% sophomores 78% female Lecture N = 60 47% physical therapy 53% sophomores 72% female PbP N = 85 98% nonscience (10% undeclared) 44% freshman 47% female Lecture N = % nonscience (18% undeclared) 51% freshman 42% female PbP N = 92 98% nonscience (6% undeclared) 49% freshman 37% female Lecture N = % nonscience (15% undeclared) 39% freshman 46% female 47

4 back sections of the classroom showed no significant difference between the conceptual changes of the three populations (two-tailed p =.4,.4,.9, front to back, middle to back, front to middle). Similar tests to measure the difference in grades with respect to position in the classroom showed a significant difference between the front and back sections (two-tailed p <.005), some indication that there may be some difference between the front and the middle sections (two-tailed p =.09), and no difference between the middle and the back sections (two-tailed p =.14). This discrepancy between conceptual gains measured on the inventories and grades in the classroom is explained by how the grades are calculated. Course grades typically represent a broader range of factors than can be measured on a conceptual inventory. Those factors are prior knowledge, consistent effort, attendance, participation, and quality of work. Much like the lecture hall, the distribution of conceptual gains of the PbP classroom shows no clearly preferred location (see Figure 6). Discussion Our main findings are that students with higher course grades tend to sit in the front of a lecture hall and lower course grades toward the back, with an interesting jump in course grade in the last row. No clear pattern of course grades appear in a SCALE- UP style classroom. Additionally, conceptual gains using pre- and posttesting show no clear pattern in either the lecture hall or SCALE-UP style classroom. Our study differs significantly from previous studies of Kalinowski and Taper (2007) and Perkins and Wieman (2005) in that our students self-selected their seats. It is not clear if we can compare our results to those studies because of this significant difference in research design. However, our results do agree with Benedict and Hoag (2004), Becker et al. (1973), and Holliman and Anderson (1986), who also allowed free seat selection. Kalinowski and Taper (2007) proposed three general categories to try to understand why seat location might influence a student s grade: (1) size of the lecture hall and enrollment, (2) types of students, and (3) course design and content. Our lecture hall is narrow (~10 FIGURE 2 Self-reported seating habits and course grades from a previous lecture class. Sum of data from all 6 classes. N = 304. FIGURE 3 rows wide) and deep, with the front row 3.5 meters and the back row 12.5 meters from the projector screen, making our room comparable to Kalinowski and Taper s (2007) room. Our enrollment is also comparable to that in the Kalinowski and Taper study. Because of the distinct layout of a SCALE-UP style classroom, it is Measured seating habits and course grades from current lecture class. Sum of data from all three lecture-based classes in which N = Journal of College Science Teaching

5 Is There a Back of the Room When the Teacher Is in the Middle? difficult to compare it with a lecture hall, but in general the largest distance between a student and a projector screen is ~9 meters. We examined two very distinct student populations in physics courses, which are comprised of predominantly physical therapy and premedical students, and in general education science courses, which FIGURE 4 Distribution of final course grades in our spring semester astronomy course based on measured seat locations at semester start. Table sizes have been exaggerated to make it easier to read the grades. N = 84. FIGURE 5 are comprised of students who tend to be nonscience majors and who start these required courses with high levels of anxiety. Most significant for our study are the differences in our course design and content between our traditional and PbP sections. Our National Science Foundation funded work is specifically looking Measured seating habits and learning gain from pre- and posttesting. Sum of data from all three lecture-based classes in which N = 148. The drop in N from the comparison of seating habits and course grades is due to fewer students having both a pretest and a posttest score. at how students learn in the PbP (the intervention) sections compared with the traditional (control) sections. We are intentionally using more active engagement techniques in our intervention sections than in our traditional sections, making our study a mix of studies by Perkins and Wieman (2005) and Kalinowski and Taper (2007) and complementary to a study by Monterola, Roxas, and Carreon- Monterola (2009), who focused on interactive group work. Examining additional demographic information shows that SAT scores, prior GPA, and class year show no particular pattern for any of our classes. However, we do see some very minor social clustering in our astronomy courses held in our PbP classroom, as the freshmen tend to sit together slightly more often than expected at random for this class, whereas other students show no such clustering. The number of freshmen sitting immediately next to another freshman in this class is 33. For a class of this size and composition, the randomly expected number of freshmen neighboring other freshmen is 26.7 ± 3.0. Considering that this astronomy class is an elective taken to fulfill a general education science requirement, the observed clustering of freshmen could indicate that they chose to sign up for the class with friends, whereas seniors and juniors are more likely to take elective classes alone as they approach graduation and are under more pressure to finish their requirements. A thorough investigation of this claim would require interviewing students about their reasons for signing up for the class. During the second semester of our study, we gathered data to understand how students may change their seating preferences by recording where students sat at the beginning of the semester and again at the end. We found that students rarely moved far from their original seat and that their self-reported locations in a previous lecture hall class were very similar 49

6 to their observed locations in our lecture hall classes. We also found that students in the SCALE-UP style classroom also stayed close to their original seat in two respects: proximity to the instructor s station and proximity to the door. We are not surprised that students bond with the first seat selected, and we are currently examining the role the room plays on student learning when assigned seats are in place when the students first enter the room. Is there a back of the room in a SCALE-UP style classroom? Our PbP classroom is carefully designed so that the multiple projection screens ensure that every seat faces toward one of eight projector screens, though those screens may be near or distant. The geometry of the PbP room (see Figure 1), which physically separates the professor from the projection screens, will not allow a student to simultaneously sit facing the professor and a nearby projection screen at the same time. We hypothesize that the students most conscientiously taking class notes would choose to sit with a good view of a projection screen (i.e., nearby), which is in contradiction to standard classrooms facing away from the professor. Facing toward the professor, on the other hand, means facing a screen on the other side of the room and thus far away. This might suggest that students facing toward the professor are less likely to be studying a screen and taking notes, for example, which are behaviors more characteristic of A and B students than D or F students. In all PbP classes studied, the primary way of disseminating information (such as lecture notes, clicker questions, ranking tasks, and instructions for activities) was our projection system, so consideration of view of the screens is warranted. Therefore, we checked to see if the poorest performing students were found preferentially sitting in seats naturally facing toward, away from, or sideways to the professor or a nearby screen. There was no preference found, as the seven F and W (withdrawn) grades were from students in seats with all three of those orientations in approximately equal numbers. Our search for a back of the room was confounded by two factors: the small number of students earning Ds and Fs in our sample, which makes it hard to draw general conclusions about this population, and the fact that the chairs in the SCALE-UP room easily move so a student actually could sit near a screen and face the professor, alternately, if he or she actively swiveled back and forth between the two. Thus we can make no claim about where the poorest performing students most often sit. To adequately investigate our hypothesis about the back of the SCALE-UP room, this phenomenon should be studied in larger numbers (including a larger sample of D and F students) and while monitoring which direction students actually face in their seats because the chairs move. FIGURE 6 Last, it is interesting to share student responses from our astronomy courses in which students were asked at the end of the semester to list any possible reasons they could think of for choosing their present seat. Among the 128 responses (some listing multiple reasons), the most common reasons related to near friends (68), view (22), habit (16), exit (14), easier to stay focused (9), arriving late (7), less crowded (7), privacy (3), near pencil sharpener (2), and easier to sleep (2). Not only can the room play a role in student learning, but the student perception of that room may also play a role. n Acknowledgments This work was funded by National Science Foundation Grant # (principal investigators: Michael Rogers and Luke Keller) and Ithaca College, for which the authors are deeply grateful. We thank the three anonymous referees for their helpful comments. References Bardar, E.M., E.E. Prather, K. Brecher, and F.T. Slater Develop- Distribution of conceptual gains from pre- and posttesting in springsemester astronomy course based on measured seat locations at the beginning of the semester. Percentage of normalized changes are shown at the location where students sat. N = Journal of College Science Teaching

7 Is There a Back of the Room When the Teacher Is in the Middle? ment and validation of the light and spectroscopy concept inventory. Astronomy Education Review 5 (2): Becker, F.D., R. Sommer, J. Bee, and B. Oxley College classroom ecology. Sociometry 36 (4): Beichner, R.J., J.M. Saul, R.J. Allain, D.L. Deardorff, and D.S. Abbott Introduction to SCALE-UP: Student-centered activities for large enrollment university physics. Proceedings of the 2000 Annual Meeting of the American Society for Engineering Education, Session Benedict, M.E., and J. Hoag Seating location in large lectures: Are seating preferences or location related to course performance? Journal of Economic Education 35 (3): Hestenes, D., M. Wells, and G. Swackhamer Force concept inventory. Physics Teacher 30 (3): Holliman, W.B., and H.N. Anderson Proximity and student density as ecological variables in a college classroom. Teaching of Psychology 13 (4): Kalinowski, S.T., and M.L. Taper The effect of seat location on exam grades and student perceptions in an introductory biology class. Journal of College Science Teaching 36 (4): Kregenow, J.M., M. Rogers, and M. Constas Multidimensional education research: Managing multiple data streams. Astronomy Education Review 9 (1). aas.org/resource/1/aerscz/v9/i1/ p010104_s1?view=fulltext Marx, J.D., and K. Cummings Normalized change. American Journal of Physics 75 (1): Monterola, C., R.M. Roxas, and S. Carreon-Monterola Characterizing the effect of seating arrangement on classroom learning using neural networks. Complexity 14 (4): Pedersen, D.M Personality and classroom seating. Perceptual and Motor Skills 78 (33): Perkins, K.K., and C.E. Wieman The surprising impact of seat location on student performance. The Physics Teacher 43 (1): Julia Miller Kregenow (kregenow@psu. edu) was previously an instructor and researcher in the Physics Department at Ithaca College in Ithaca, New York and is now an instructor in the Astronomy and Astrophysics Department at Pennsylvania State University in University Park. Michael Rogers is an associate professor and Matthew F. Price is an assistant professor, both in the Physics Department at Ithaca College in Ithaca, New York. Column Editors If you are interested in submitting a manuscript to one of JCST s columns or have a question or comment for one of the editors, please contact them at the following addresses: Clyde F. Herreid Dept. of Biology, State University of New York, Buffalo, NY (716) herreid@buffalo.edu Marcy H. Towns Dept. of Chemistry, Purdue University, West Lafayette, IN (765) , mtowns@purdue.edu Brian R. Shmaefsky Dept. of Biology, Lone Star College, Kingwood, TX Brian.R.Shmaefsky@lonstar.edu 51

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