Effects of Classroom Seating Arrangement on the Academic Performance in Mathematics of Students in Public Day Schools in Musanze District, Rwanda

Emmanuel Byiringiro
Education Department
Mount Kenya University
Email: byiremmy@gmail.com

Abstract: The study aimed to investigate the impact of classroom seating arrangements on the academic performance of students in the subject of Mathematics in public day schools in Rwanda, focusing on Musanze district. The study employed a descriptive research design, utilizing a mixed methods approach that incorporates both quantitative and qualitative research methods. The target population consisted of educational practitioners in the district, including students, teachers, head teachers, and the Sector Education officer, with a total population of 1600 participants. A sample size of 320 respondents was selected using a simple random technique. The quantitative data underwent analysis through descriptive statistics, while qualitative data was subjected to content analysis. Statistical tools such as the Statistical Packages for Social Science (SPSS) version 21 were employed for data analysis, and the results were presented in the form of pie charts and tables using Microsoft Word. The findings from the study indicated a positive and significant correlation (r=0.775, p=0.000) between classroom seating arrangements and students’ academic performance in Mathematics in public day secondary schools in Musanze District, as revealed through Pearson correlation analysis. In conclusion, the study suggests that teachers should consider rotating students regularly. Providing students with opportunities to sit up front, even briefly, has the potential to improve grades and increase interaction with teachers, ultimately enhancing intrinsic motivation. It is emphasized that this motivation could be fostered throughout the entire classroom, freeing students from the requirement of sitting in the front to achieve academic success.