Spatial dynamics in the classroom: Does seating choice matter?
Jason Bergtold (),
Elizabeth Yeager () and
Terry Griffin ()
PLOS ONE, 2019, vol. 14, issue 12, 1-16
This study examines peer and seating effects on overall class performance and exams from a spatial perspective for principles of economics courses at a major Land Grand institution in the Midwest. Both spatial and student specific factors were identified that impact performance. The spatial relationships in the classroom were explored to determine if students’ peers and seating choice affect their performance. Endogenous spatial peer effects were only found to impact performance on the first exam. Other findings found gender, being an economics major, sitting in the back of the class, and the year the class was taken all impacted overall exam and class performance.
References: View references in EconPapers View complete reference list from CitEc
Citations: Track citations by RSS feed
Downloads: (external link)
https://journals.plos.org/plosone/article/file?id= ... 26953&type=printable (application/pdf)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0226953
Access Statistics for this article
More articles in PLOS ONE from Public Library of Science
Bibliographic data for series maintained by plosone ().