Analyzing the Correlation between Seat Selection, Seat Change, and
Academic Performance among University Students
Abstract
ABSTRACT: This study investigates the correlation between classroom
seating choice and academic performance of college students. We examined
this relationship using statistical analysis, and our sample consisted
of 142 undergraduate students enrolled in the School of Software at the
Nanchang Hangkong University. First, over the course of one semester, we
collected data on students’ seating choice, their final exam results,
and other data on student characteristics. Second, we constructed a seat
calculation model and used the Pearson correlation coefficient method to
quantitatively analyze the data. We then visually displayed the seat
selection process using two types of figures, color gradation figures
and box-plots. This allowed us to empirically examine the relationship
between seat selection and academic performance, as well as the effect
of seat change on academic performance and the characteristics of the
trajectory of student seat change. The results show that student
performance is correlated with seat location and changes in seat
location. In general, students seated closer to the front row performed
better academically, as did students who did not change seats very
often. Finally, we plotted the students’ seat change trajectories to
investigate their seating choice patterns. We also conducted follow-up
interviews with instructors and students to obtain more information
about why the observed patterns emerged. This study has important
implications for university teachers interested in improving classroom
management and student learning based on classroom seating choices.