Abstract
A two-phase study was conducted to examine the effects of classroom seating position on test scores and participation. When students selected their seats (Phase 1), those in the front performed better on the exam than did those in the rear. There was, however, no effect of proximity on participation. When students were randomly assigned to seats (Phase 2), there were no differences in test scores as a function of proximity; however, students in the front of the class participated more than did those in the rear. These results imply that the relationship between seating position and grades is mediated by self-selection processes, while participation is influenced by seat location per se.
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