Discipline and Seating

 Summary of Chan et al (2021)

This Hong Kong study explored whether the relationship between seating location and academic performance depends on academic discipline. Researchers tracked 182 university students across hard (engineering, sciences) and soft (social sciences, humanities) fields, using iBeacon technology to measure exact seating distances. Results revealed a clear moderation effect: students in soft fields who sat closer to the front scored significantly higher than peers at the back, while seating location made little difference in hard fields. Average test scores across the sample were 62%. These findings suggest that engagement dynamics vary by discipline—front seats may encourage participation and attentiveness in discussion-oriented fields, while performance in technical fields is less seat-dependent. The authors recommend tailoring classroom layouts to academic disciplines, ensuring that all students, regardless of seat, can access the benefits of front-row engagement.

Reference:
Chan, K. L., Chin, D. C. W., Wong, M. S., Kam, R., Chan, B. S. B., Liu, C. H., Wong, F. K. K., Suen, L. K. P., Yang, L., Lam, S. C., Lai, W. W. L., & Zhu, X. (2021). Academic discipline as a moderating variable between seating location and academic performance: Implications for teaching. Higher Education Research & Development. https://doi.org/10.1080/07294360.2021.1928000

Suggested Citation:
Ross, E. M., & Malar, D. B. J. (2025). Discipline and Seating. Excellent Educator, 2(19), 3.