Abstract:
One valuable contribution that would improve instructor and student understanding and cultivate improved learning is specifically identifying and measuring the relationship between student behavior, both inside and outside the classroom, and subsequent performance as measured by course grade. Prior studies have sought to identify the relationship between student seating preference within the classroom, prior background or training and classroom performance. This research effort contributes and extends this body of knowledge by estimating the relationship between physical seating location within the classroom, class preparedness, students' studying habits, class standing, whether students sought outside assistance, and the students' overall class performance. Ordinary Least Squares (OLS) regression techniques are applied to primary data collected from 88 students enrolled in a Freshman Agricultural Economics course at Washington State University. The results indicate that classroom seating preference, class preparedness and prior math experience influenced student performance in this introductory economics course. Students who sit in the back of the classroom exhibit the lowest performance followed by those who sit at the front and middle. Surprisingly, reviewing the text prior to class and class standing had no impact on grade outcomes. An inverse relationship was identified between frequency of seeking outside assistant and grade performance.
Keywords:
anatomy of classroom, academics, performance
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