Voices from the Seats: A Qualitative Action Research on Junior High School Students' Real - Time Perceptions of Classroom Arrangement During Class Discussions in Fishing Village Comprehensive National High School

Abstract

This qualitative action research, titled Voices from the Seats, investigates junior high school students’ real-time perceptions of classroom seating arrangements during class discussions at Fishing Village Comprehensive National High School, a coastal institution serving a fishing community. Grounded in participatory action research principles, the study amplifies student voices through innovative, immediate data collection methods, including think-aloud protocols, reflective journals, and momentary feedback cards, to capture authentic experiences amid dynamic discussions.

The research addresses a critical gap in educational literature: while prior studies link seating configurations to engagement and interaction, few prioritize students’ lived perceptions in real-time, particularly in resource-constrained rural settings. Traditional row seating often reinforces passive learning and teacher-centered dynamics, whereas flexible arrangements like clusters or semi-circles may promote collaboration, equity, and cultural responsiveness essential for indigenous and low-income learners facing educational barriers. This inquiry aligns with organizational behavior theories emphasizing spatial influences on motivation and participation.

Conducted over one semester with 45 Grade 9 students, the study iteratively redesigned classroom layouts based on emerging themes: front-row privileges fostered visibility but isolation; circular setups enhanced peer dialogue and inclusivity, though noise challenged focus; and U-shaped formations balanced teacher oversight with student agency. Key findings highlight preferences for adaptable, student-centered arrangements that accommodate diverse learning styles and community values, such as communal fishing practices mirrored in group-oriented seating.

              Implications urge educators to co-design spaces with students, fostering empowerment and relevance in discussions. Limitations include small sample size and context-specificity, suggesting scalability through mixed-methods validation. Ultimately, this empowers voices from the margins, advancing equitable pedagogy in Philippine public schools.