Gender Differences in Student Attitude for Seating Layout in College Classrooms.
This study examined whether gender influenced college students' attitudes regarding classroom seating layout. Seating layouts included: a) rows of tablet-arm chairs, b) U-shaped, c) clusters, and d) rows of tables with individual chairs. The sample consisted of 912 college students. Factor analysis yielded two dimensions: "Feeling at Ease" and "Social Interaction." Results of a 2x4 ANOVA revealed that females had greater feeling at ease in rows of tablet-arm chairs and in clusters, while males felt more at ease in u-shaped and rows of tables with individual chairs. Regardless of layout, males were less likely to interact with classmates than females. Topics for future research are included. ********** The desire to improve education has stimulated awareness for the necessity of improving learning environments (Douglas & Gifford, 2001). Research on the subject of classroom environment often takes the form of exploring how the physical and social classroom environment affects academic performance (Cheng, 1994; Martin, 2002). In Cheng's (1994) study of the relationship between student performance and the physical classroom environment, results showed that attitude towards school was most receptive to the physical aspects of the learning environment. Students reported that the best classrooms were clean, orderly, outfitted with necessary physical facilities and had ample room. Douglas and Gifford (2001) found, in studying classroom physical properties and assessment, that students and faculty preferred classrooms equipped with an outdoor view, comfortable chairs and communal seating layouts. Seating layout can create a productive classroom setting and establish organization (Rosenfeld, Lambert, & Black, 1985). It may also positively influence students' on-task behaviors and social interaction. In a study investigating on-task engagement behavior in two parallel classes of 9 to 11 year olds, Hastings and Schwieso (1995) found that rates of on-task engagement were significantly higher when students sat in rows versus groups. Furthermore, students in circle and semi-circle layouts asked more questions than those in the row-and-column layouts (Marx, Fuhrer & Hartig, 1999). "Traditional" layouts comprised of rows of desks facing the instructor increase students' ability to focus and concentrate (Budge, 2000; Hofkins, 1994). Layout may also affect how teachers conduct their lessons. Row-and-column seating makes the teacher the primary focus in the classroom, while cluster-type lay- outs, two or four tables grouped together so that the tables face one another, give attention to other students and can foster a sense of community, encourage participation and contribute to socialization skills (Martin, 2002; Patton, Snell, Knight, & Gerken, 2001). Circular seating layouts foster social learning (Rosenfeld et al., 1985). Fassinger (2000) indicates that classes with high participation rates seem to be more student-centered, cooperative and less competitive, thereby increasing the level of support and respect and decreasing stress. The topic of gender and verbal communication patterns within the classroom setting has also proved to be a salient research subject. Past research generally shows a discrepancy between gender and communication patterns within the classroom from grade school to college (Okpala, 1996), with male students dominating classroom discussion (Wolfe, 2000). In a six year study of gender differences in classroom treatment, Drudy and Chathain (2002) found that male students received a disproportionately higher level of interaction with their instructors than what should have been anticipated. Gender bias has also been shown to be related to seating position and student-teacher interaction in fifth graders (Okpala, 1996). The physical, social and academic components that make up the classroom are tightly related. Although the effects of physical classroom factors on students' participation and performance have been clearly stated, there is little empirical work investigating college students' perceptions of classroom seating layouts. …