AR Model: Reducing Disruptive Behavior in the

Classroom of Grade V and VI Learners of

Canaan Elementary School

Canaan Elementary School

Canaan, Liloy, Zamboanga del Norte

JONNENA E. RASONABLE
JEAN T. BORLING
GINA C. DIADA

April 2023
I. Context and Rationale

Disruptive behavior is a pervasive issue in classrooms, and it can

negatively impact the learning experience of both disruptive and non-
disruptive students (Henderson et al., 2018). Teachers employ various
strategies to manage disruptive behavior, including varied seating
arrangements, which are rooted in social learning theory. According to
Bandura (1977), individuals learn by observing others' behavior,
attitudes, and outcomes of those behaviors. In the context of classrooms,
students may observe their peers' behavior and model it. Varying seating
arrangements could reduce the likelihood of students modeling
disruptive behavior by altering the social context of the classroom
(Kutsyuruba et al., 2018).

Studies show that seating arrangements have a significant impact

on classroom behavior and student engagement. According to Kornilova
and Smirnova (2019), a seating arrangement that promotes interaction
and collaboration among students results in better academic
performance and fewer behavior problems. In a study by Shukla et al.
(2019), students' behavior improved when they were seated in groups
facing each other, rather than in rows facing the teacher. Similarly, a
study by Zhang et al. (2020) found that a circular seating arrangement
promoted student engagement and participation.

Furthermore, varied seating arrangements have been shown to

improve student attention and focus. In a study by Kim et al. (2021),
students' visual attention improved when they were seated in a
semicircular seating arrangement compared to a traditional row seating
arrangement. Similarly, a study by Rieser et al. (2021) found that a
semicircular seating arrangement improved students' cognitive
processing and recall of lesson content.

Overall, the literature suggests that varied seating arrangements

could be an effective strategy for managing disruptive behavior and
promoting student engagement and attention. However, further research
is needed to explore the most effective seating arrangements for different
classroom contexts and student populations. Additionally, it is crucial to
consider factors such as classroom size, physical layout, and teacher
preference when implementing varied seating arrangements in the
classroom.
II. Review of Related Literature

The review of related literature is an essential component of any

research paper, providing an overview of existing research, theories, and
ideas related to the research topic. It serves as a foundation for the
research, highlighting the gaps, controversies, and limitations in
literature and identifying the need for further investigation. For the
present study, the review of related literature aims to explore the various
strategies teachers use to manage disruptive behavior in classrooms,
with a particular focus on the impact of varied seating arrangements.
The discussion provides an overview of the key findings from selected
articles, demonstrating the importance of varied seating arrangements in
reducing disruptive behavior, promoting student engagement and
attention, and improving academic performance. Through a critical
review of the literature, this discussion aims to contribute to the
development of effective classroom management strategies that can
benefit both teachers and students.

The study by Henderson, Klemz, Cavanaugh, and Beland (2018)

explored the impact of different seating arrangements on student
learning in the classroom. They found that seating arrangements can
have a significant impact on student engagement and learning outcomes.

The study revealed that the use of flexible seating arrangements,

such as tables with wheels or movable chairs, can lead to increased
student engagement and motivation. This may be because flexible
seating provides students with the opportunity to move around and
collaborate with their peers in a way that is not possible with traditional
fixed seating arrangements.

Furthermore, the study found that seating arrangements that

promote face-to-face interaction, such as circular arrangements or group
tables, can enhance students' social interactions and collaboration. In
contrast, seating arrangements that promote individual work, such as
rows of desks facing the front of the classroom, may lead to decreased
social interaction and lower levels of engagement.

Overall, the study suggests that teachers should consider using

flexible seating arrangements that promote collaboration and interaction
among students. By doing so, they may be able to improve student
engagement and learning outcomes in the classroom.
 Furrer and Skinner (2003) investigated the impact of students'
sense of relatedness to their teachers on their academic engagement and
performance. Their study found that students who felt a stronger sense
of relatedness to their teachers had higher levels of academic
engagement and performed better academically compared to those who
did not feel as connected to their teachers. This is consistent with the
theory that students who feel a sense of belonging and connection to
their teachers are more motivated to learn and perform better
academically.

Furthermore, the study suggests that students' sense of

relatedness may be influenced by their perceptions of their teachers'
behaviors, such as providing emotional support and feedback on their
work. This highlights the importance of teachers' behaviors and the
quality of teacher-student relationships in fostering a positive learning
environment and promoting academic success.

In the context of the current study, it is relevant to consider the

potential impact of the seating arrangement on teacher-student
relationships and the sense of relatedness students feel towards their
teacher. For example, a seating arrangement that facilitates
communication and interaction between teachers and students may
promote a stronger sense of relatedness and positive teacher-student
relationships.

The study by Henderson et al. (2018) explored the impact of

classroom seating arrangements on student learning. The researchers
observed three different seating arrangements: traditional rows, U-
shaped, and clusters. They found that the U-shaped arrangement had
the most significant impact on student engagement and participation,
followed by the cluster arrangement, while the traditional rows had the
least impact. The U-shaped seating arrangement was found to promote
collaboration and discussion among students, as well as increase
teacher-student interaction. The cluster arrangement was also found to
promote collaboration but to a lesser extent than the U-shaped
arrangement.

The findings of this study are consistent with previous research

that has shown that seating arrangements that promote student
interaction and collaboration have a positive impact on learning
outcomes (Kornilova & Smirnova, 2019; Zhang et al., 2020). The U-
shaped seating arrangement, in particular, has been found to increase
student engagement, promote positive relationships between students
and teachers, and improve academic performance (Furrer & Skinner,
2003; Kim et al., 2021; Rieser et al., 2021).

The results of this study have practical implications for teachers

and school administrators. By implementing seating arrangements that
promote collaboration and interaction among students, teachers can
create a more engaging and dynamic learning environment. This can lead
to increased student motivation, participation, and ultimately, better
learning outcomes.

The study conducted by Jones, Jones, and Vermette (2013)

investigated the effect of different classroom seating arrangements on
academic achievement. The results showed that students who were
seated in clusters, pairs, or rows had significantly higher academic
achievement than those who were seated in a traditional seating
arrangement (i.e., all desks facing the front of the room). Additionally,
students who were seated in clusters or pairs reported higher levels of
satisfaction and engagement in the classroom. These findings suggest
that seating arrangements that promote interaction and collaboration
among students can have a positive impact on academic achievement
and student engagement.

This study supports the importance of seating arrangements in

promoting student engagement and achievement. It suggests that seating
arrangements that facilitate interaction and collaboration can improve
academic outcomes. The findings also highlight the importance of
considering student preferences and satisfaction when designing
classroom seating arrangements. However, it is important to note that
this study was conducted in a single school and further research is
needed to determine the generalizability of the findings.

The study by Kim, Kim, and Sung (2021) investigated the effects of
different classroom seating arrangements on visual attention through a
randomized controlled trial. The study involved 105 participants from a
university in South Korea and evaluated three seating arrangements,
namely, the traditional straight-row, U-shaped, and V-shaped
arrangements. Participants were randomly assigned to one of the three
seating arrangements and performed a visual attention task, where they
had to identify a target image among distractor images. The results
indicated that participants in the U-shaped seating arrangement
performed better on the visual attention task than those in the V-shaped
 and straight-row arrangements. The researchers suggest that the U-
shaped seating arrangement may be more conducive to visual attention
due to the greater visual angle between students and fewer visual
obstructions.

The findings of this study add to the growing body of research on

the impact of classroom seating arrangements on student outcomes.
Specifically, the study highlights the importance of considering the
physical design of the classroom environment, such as the arrangement
of desks and chairs, in promoting optimal student attention and
engagement. The results suggest that the U-shaped seating arrangement
may be a more effective option for promoting visual attention, which
could have implications for classroom design and arrangement in schools
and universities. However, it is important to note that this study was
conducted in a specific cultural context and with a relatively small
sample size, so further research is needed to determine the
generalizability of the findings across different populations and settings.

III. Action Research Questions

This action research aims to report the common classroom
disruptive behaviors of grade 5 and grade 6 pupils of Canaan Elementary
School, Canaan, Liloy, Zamboanga del Sur. This report will also
investigate the benefits of varied seating arrangements in the classroom
learning environment. Specifically, this research sought to answer the
following research questions:
1. What are the most common disruptive behaviors among the
grades 5 and 6 pupils inside the classroom?
2. Does the intervention strategy implementing varied seating
arrangements could help reduce students’ disruptive behavior
in the classroom?
3. What are the pupils’ perceptions about classroom disruptive
behavior?

IV. Proposed Innovation, Intervention, and Strategy

This action research (AR) utilizes the notion that students'

disruptive behaviors can be reduced to a certain extent by implementing
varied seating arrangements as an intervention strategy in the classroom
(Wangdi & Namgyel, 2022). This action research will compose the AR
model of Dickens and Watkins’s (1999) comprising: Planning; Action;
Observation; and Reflection. The AR model is as follows:

Acting

Planning Observing

Reflecting

Figure 1. Dickens and Watkins’s (1999) AR Model

To carry out the intervention program of this AR, researchers will
impose the following steps:
Planning
Researchers will formulate a literature review on the current issues
and practices regarding pupils’ disruptive behavior in the teaching and
learning process and how it negatively affects the learners’ overall
scholastic engagements and performances. After exploring the aspects of
different intervention strategies, the researchers decided to explore the
effectiveness of a frequent change of seating arrangements in reducing
disruptive behavior.
Action
Step 1. The researchers of this AR will observe each other’s classes for 2
weeks (Figure 2) to examine the most common disruptive behavior among
the pupils inside the classroom. The observation phase is the pre-
intervention stage of the AR design that will be implemented before the
treatment. Two different instruments will be used in the process. First,
the researchers will observe different types of disruptive behaviors that
are present during the teaching and learning process in the 2
classrooms. Researchers will take turns taking notes during this process.
Second, a daily checklist will be utilized to identify the most
frequent/repeating types of disruptive behaviors among the pupils,
which will be used for a comparative analysis with respect to the pre-
intervention data.
Step 2. The researchers will apply various classroom seating
arrangements as the intervention strategy of this AR in attempting to
reduce the negative behaviors of pupils inside the classroom. The
students will be observed for a month during the entire learning process.
Twice a week, the pupils’ will be exposed to different seating
arrangements, which will include: pair seating, change of pair seating,
group seating, U-shape seating, double U-shape seating, circle shape
seating, etc. To easily manage and assign the pupils’ to their respective
seats, name cards will be used to mark which seats they will use on a
particular day. Researchers will randomly assign these cards to the seats
before each class starts. The pupils will be instructed to find their cards
and seats accordingly.
Step 3. To determine the effectiveness of the intervention strategy that
will be employed in this study in reducing pupils' disruptive behavior
inside the classroom, the pre-intervention data will be compared with the
average of the post-intervention data.
Step 4. Ten of the students from the two sections (five males and five
females) will be randomly selected a week after the intervention for a
semi-structured interview to explore their perceptions about disturbing
behavior in the classroom. Each pupil will be interviewed for seven to ten
minutes using an unstructured interview guide. The data from each
student will be recorded for thematic analysis. The analysis will include
transcription, coding, collating, checking themes, generating clear names
for themes, and finally compiling extracts of interviews to answer the
research objectives. Researchers will evaluate and analyze transcripts
from interviews to identify potential common themes. The
derived/potential themes from the participants’ responses will be further
refined by researchers during multiple readings. Finally, a few themes
will be identified that best-fit participants’ responses to the perception of
disruptive behavior in the classroom.
Observation
In this study, a mixed-method AR approach will be utilized for data
collection. Semi-structured interviews and a naturalistic observation
approach will be conducted after the intervention to gain insight into
students' everyday behavior. The list of disruptive behaviors will then be
consolidated, and the researchers will take turns observing each class
and recording the frequencies of these behaviors. This approach will
enhance the construct validity of the collected data by identifying
common disruptive behaviors inside the classroom. To ensure
consistency, weekly checklists will be designed by the researchers for all
observations.
 Reflection
After the observations are completed, the pupils will be interviewed
about their perceptions of classroom disruption. The purpose of the
interview will be to gain an in-depth understanding of how students view
disruptive behavior when they see their friends exhibit it in the
classroom. Following this, the researchers will discuss and report the
findings in this paper for future implications.

Week 1 – 2 Week 3 – 6
(Pre-intervention observation) (Observation with intervention)
Compare

Week 7
(Interview for Pupils)

Figure 2. Conceptual framework of the study

V. Action Research Methods

a. Research Design

This AR study will use a mixed-method approach to investigate the

effectiveness of varied seating arrangements in reducing disruptive
behavior among grade 5 and grade 6 pupils in a primary school. The
study will have a duration of 7 weeks, consisting of a 2-week pre-
intervention stage, a 4-week intervention stage with observation, and a
1-week post-intervention stage for unstructured interviews with pupils.

Quantitative data will be collected using a behavior checklist and

analyzed using descriptive and inferential statistics. The behavior
checklist will record the frequency and type of disruptive behavior
exhibited by pupils during class time. The frequencies and percentages of
disruptive behavior will be calculated for both the pre-intervention and
post-intervention stages. The data will be analyzed using descriptive
statistics to determine the distribution of disruptive behavior before and
after the intervention. Additionally, inferential statistics such as chi-
 square tests will be conducted to determine if there is a significant
difference in the frequencies of disruptive behavior between the two
stages.

Qualitative data will be collected using classroom observations and

unstructured interviews with a purposive sample of pupils. The
observations will be conducted by the researcher during the intervention
stage to document the implementation of the varied seating arrangement
and to identify any potential challenges or areas for improvement. The
unstructured interviews will be conducted with a purposive sample of
pupils during the post-intervention stage to gain insights into their
experiences with the varied seating arrangement and how it has affected
their behavior. The interviews will be recorded, transcribed, and analyzed
using thematic analysis to identify recurring themes in the pupils'
responses.

Data analysis will involve a triangulation of the quantitative and

qualitative data. The findings from both methods will be integrated to
provide a comprehensive understanding of the research problem and to
develop recommendations for improving classroom management
strategies. The results of the quantitative analysis will be presented in
tables and graphs to provide a visual representation of the data. The
findings from the thematic analysis of the pupils' responses will be
presented in narrative form to provide a rich and detailed account of
their experiences with the varied seating arrangement and how it has
affected their behavior.

Ethical considerations will be addressed by obtaining informed

consent from all participants and maintaining confidentiality and
anonymity throughout the study.

b. Participant and/or other Sources of Data and Information

The participants in this study will be grade 5 and grade 6 pupils

from a primary school. In total, there will be 23 pupils involved in the
study. The pupils will be an essential component of this research as they
will provide valuable insights into their experiences with the varied
seating arrangement and how it has affected their behavior. During the
post-intervention stage, pupils will participate in unstructured interviews
that will be used to gain a deeper understanding of their experiences
with the intervention.
 The interviews will focus on themes such as the pupils' perceptions
of disruptive behavior, their experiences with the varied seating
arrangement, and their suggestions for improving classroom
management strategies. By including the pupils as participants in this
research, their voices will be heard, and their experiences will inform the
development of recommendations for improving classroom management
strategies.

It is important to note that the ethical considerations of this study

will prioritize the safety and wellbeing of the pupils. Informed consent
will be obtained from the pupils' parents or guardians, and
confidentiality and anonymity will be maintained throughout the study.
The pupils will be assured that their participation in this study is
voluntary, and they have the right to withdraw at any time.

c. Research Instruments

To measure the effectiveness of the varied seating arrangement in

reducing disruptive behavior, two research-made instruments will be
utilized: checklists for observations and unstructured interview-guides
for pupils.

The checklists for observations will be used during the pre-

intervention and intervention stages to collect data on the frequency and
type of disruptive behaviors. The checklists will be designed to capture
specific behaviors, such as talking out of turn, off-task behavior, and
disrupting others. The observations will take place during regular
classroom activities, and the observer will record the behavior of each
pupil on the checklist. The checklists will be analyzed using descriptive
statistics to identify any patterns or changes in behavior.

Checklist for Disruptive Behaviors

Observer:_______________________
Date: _________________
Class: _________________
Time: _________________

Behaviors Demonstrated No. of students Remarks

Talking out of turn, off-task
behavior
 Distracting others, not following
directions
Being disruptive during transitions,
getting out of seat without
permission

Being disrespectful to peers/teacher,

using inappropriate language

Talking out of turn, being physically

aggressive
Distracting others, not completing
assignments
Being disruptive during transitions,
off-task behavior

Not participating in class discussion,

being disrespectful to peers/teacher

Using electronic devices without

permission, not following directions
Being physically aggressive, using
inappropriate language

Etc.

The unstructured interviews for pupils will be conducted during

the post-intervention stage to gather the pupils' perceptions of the varied
seating arrangement and its impact on their behavior. The interviews will
also focus on how pupils view disruptive behavior in the classroom. The
interviews will be conducted one-on-one and will be designed to allow
pupils to express their thoughts and feelings openly. The interviews will
be recorded and transcribed for analysis. Thematic analysis will be used
to identify common themes in the pupils' responses, such as their
understanding of disruptive behavior and their experiences with the
varied seating arrangement.

Unstructured Interview for Disruptive Behaviors

Student Name: ________________

Age: _________
Gender: _____
Date of Interview: ______________
Interviewer: ____________________

Interview Questions:
 1. What do you think about the new seating arrangement in the
classroom?
2. What do you think about the different seating options, like the
bean bag chairs and standing desks?
3. How do you feel about the impact of the new seating arrangement
on disruptive behavior in the classroom?
4. How do you see disruptive behavior in the classroom?
5. Do you think the new seating arrangement has helped with
disruptive behavior?
6. Is there anything else you'd like to add?

Both the checklists and unstructured interviews are appropriate

research instruments for this study, as they provide a comprehensive
understanding of the effectiveness of varied seating arrangements in
reducing disruptive behavior. The use of multiple research instruments
strengthens the validity and reliability of the study by triangulating the
data collected. By including the pupils' perceptions of disruptive
behavior, the study will provide valuable insights into how pupils view
disruptive behavior in the classroom and how it can be addressed
through effective classroom management strategies.

d. Data Gathering Methods

The methods for gathering for this AR study will involve both
qualitative and quantitative methods. The quantitative data will be
collected using checklists for observations, while the qualitative data will
be gathered through unstructured interviews for pupils.

The checklists for observations will be used to collect data on the

frequency and types of disruptive behaviors. These checklists will be
completed by the researcher during regular classroom activities,
including teacher-led instruction, independent work, and group
activities. The observations will be conducted both before and during the
intervention, and the data collected will be compared to measure the
effectiveness of the varied seating arrangement in reducing disruptive
behavior. The checklists will be analyzed using descriptive statistics,
such as frequencies and percentages, to identify any patterns or changes
in behavior. A chi-square test will also be applied to determine if there is
a significant decrease in these behaviors before and after using an
intervention.
 The unstructured interviews for pupils will be conducted to gather
their perceptions of the varied seating arrangement and its impact on
their behavior. The interviews will be conducted one-on-one and will be
audio recorded with the consent of the participants. The interviews will
be conducted in a private location to ensure the confidentiality of the
pupils. Thematic analysis will be used to identify common themes in the
pupils' responses, such as their understanding of disruptive behavior
and their experiences with the varied seating arrangement.

e. Data Analysis

The data analysis for this action research study will involve both
quantitative and qualitative methods. The quantitative data collected
through checklists for observations will be analyzed using descriptive
statistics, specifically frequencies and percentages. These statistics will
be used to report the frequency of disruptive behaviors both before and
during the intervention period and to compare the results. Chi-square
tests will be conducted to determine if there is a significant difference in
the frequency of disruptive behaviors before and after the intervention.
This statistical analysis will help to measure the effectiveness of the
varied seating arrangement in reducing disruptive behavior.

The qualitative data collected through unstructured interviews will

be analyzed thematically. Thematic analysis involves identifying and
analyzing patterns within the data to identify themes and sub-themes.
The transcripts of the pupils' interviews will be analyzed to identify their
perceptions of disruptive behavior and the varied seating arrangement.
The themes that emerge will be used to gain insight into the pupils'
experiences with the intervention and their understanding of disruptive
behavior.

VI. Action Research Work Plan and Timelines

Week Week Week Week Week Week Week

Task / Process Activities 1 2 3 4 5 6 7
Researchers will observe pupils'
Pre-Intervention
common disruptive behavior
Stage
using the checklist
Observing common disruptive
Intervention
behaviors during the
Stage
intervention phase
Post- Interview for 10 students using
Intervention the unstructured interview
Stage guide

VII. Cost Estimates

Bond papers (2 reams) 500

Ink for printer (1 set) 1,500
Snacks for pupils 3,000
Total 5,000

VIII. Plans for Dissemination and Utilization

● School-level action research submission (Proposal)

● District-level action research colloquium (Proposal)

● Division-wide action research conference (Completed Report)

● National and International Research For a

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