The El Modena Family Resource Center, which is a non-profit organization, helps the community of people and their families who need help . For example, some of the things they offer are: helping individuals with their taxes, food program/food bank, classes and food for seniors, YMCA, and summer program for teens. These include my field study internship site that I relied on to conduct my observations and obtain results regarding the topic of my current study. The present study aims to determine whether or not students' seating area has an overall effect on their classroom performance. The observations made at the El Modena Family Resource Center included 12 to 14 adolescent students aged 13 to 18 years old. Observations primarily focused on determining the behaviors of students at my field study site. These behaviors included seating choice, participation choice, and student use of electronic devices. However, the results were similar to those of my articles and media presented in the next paragraphs. Say no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”?Get an original essayIn the first article, Halfen et al. (2014) examined 186 University of Kansas students to assess the effect of students' learning outcomes based on where they chose to sit. Notably, this study took place in an introductory physical geography course in which the professor's teaching style used interactive images of the globe and 3D diagrams. Yet the main issue with the interactive learning experience has to do with where students are sitting and whether they are fully experiencing the benefits of the experience. So, for students to get the full benefits of the experience, THX advised placing them within 30 degrees, maximum 45 degrees, to the right or left of the stereoscopic screen. Those who were seated in the recommended proximity, as reported by the THX company, scored higher than those who were not. Additionally, this study found that students sitting close to the stereoscopic screen actually had higher exam scores than those sitting outside the stereoscopic screen. So, where a student chooses to sit in a class will actually strongly influence how well they do in those classes and the grades they earn. Those who sat closer to the screen would get higher grades, mostly A's, than those who sat further back. Unlike the study conducted by Halfen et al. (2014), Benedict and Hoag (2004) allowed students to choose where they sat in the classroom, and then examined how their decisions would affect their overall classroom performance. This study took place at Bowling Green University (GBUS) in two large classrooms, macroeconomics and microeconomics, both of which were used to gather information on students' overall attributes and their choice of seating area (Benedict & Hoag, 2014). However, for the purposes of the study, they divided the class into three different sections: front, middle and back. Students then chose their own location and seating charts were drawn up based on their seating decisions. Notably, those who entered class earlier than others were more likely to choose their preferred seat than those who arrived to class late. At the end of the semester, they ask the students abouttheir seating preferences. The questions they included were about the students' performance on the college entrance exam, their academic performance, and finally their university affiliation which was verified by the registrar's office. As a result, they found a strong relationship between seating preference and student performance in class. For example, they found that those who preferred to sit in the front of the conference room had an 8.7% increase in getting an A and those who chose to sit in the back had a reduction of 6.8% of the probability of obtaining an A (Benedict & Hoag, 2004). Additionally, the third study was conducted as part of a very large introductory biology course at a large university in the Southeast (Armstrong & Chang , 2007). Their goal was to inspect the relationship between their classroom performance and seating locations in several sections of this extremely large biology course. Interestingly, they found a very weak relationship between seating area and student performance and that it accounted for only “less than 7% of the observed variation” (Armstrong & Chang, 2007, p. 57) in the student performance. scores. On top of that, they found that any observed relationship between students' seating area and their test scores was primarily due to students' motivations and abilities rather than seat location. Still, they noted that sitting in the back of a large classroom did not necessarily negatively impact students' grades. Additionally, they stated that stronger students are more likely than others to sit at the front of the class and thus participate more with the material and the teacher. Additionally, what researchers have shown in the media is consistent with the scientific journal articles we have published. have chosen. The media are consistent with the scientific journal articles in that they all emphasize how the classroom is set up, which can be either a normal classroom or a large lecture hall. Additionally, it states that some seating arrangements might actually encourage participation and that those who arrive early choose the seats at the front and those who arrive late do not have the option to choose where they want to sit. sit (Earp, 2017). Therefore, seating arrangement is important to the overall performance of students in the class and it is usually students who arrive early and sit at the front or in the middle of the class. So, if the student does not have the choice to choose their own location, the teacher's seating arrangement will indicate who is going to participate based on where they will be seated. Additionally, it was observed that those who participated the most were placed in the “two ‘action zones’” (Earp, 2017) of the classroom rather than anywhere else. Additionally, researchers observed and discovered that those who arrive to class early not only have a better chance of choosing the desired seat (Benedict & Hoag, 2004). However, they are also more likely to participate (Halfen et al., 2014) with the teacher and the teaching materials. Interestingly enough, this matches what I have seen and observed on my placement site. For example, there are three of my teens in my program who always arrive 30 minutes before 1 p.m. when the teen program starts and in fact they are the main three people out of a group of 14 who always attend and sit . the front. These three teenagers are more sociable and like to participate with us, the trainees, and the materials we give them during their class sessions...