Open AccessSpatial dynamics in the classroom: Does seating choice matter?
Author(s) -
Jason S. Bergtold,
Elizabeth A. Yeager,
Terry Griffin
Publication year - 2019
Publication title -
plos one
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.99
H-Index - 332
ISSN - 1932-6203
DOI - 10.1371/journal.pone.0226953
Subject(s) - class (philosophy) , spatial ability , affect (linguistics) , perspective (graphical) , peer effects , psychology , mathematics education , social psychology , computer science , cognition , communication , neuroscience , artificial intelligence
This study examines peer and seating effects on overall class performance and exams from a spatial perspective for principles of economics courses at a major Land Grand institution in the Midwest. Both spatial and student specific factors were identified that impact performance. The spatial relationships in the classroom were explored to determine if students’ peers and seating choice affect their performance. Endogenous spatial peer effects were only found to impact performance on the first exam. Other findings found gender, being an economics major, sitting in the back of the class, and the year the class was taken all impacted overall exam and class performance.