Mitigating Disruptive Behavior among the Grade 2 Learners at San Rafael Integrated School through Seating Configuration

Abstract

This action research aimed to examine the effectiveness of seating configuration as a classroom management strategy to mitigate disruptive behavior among Grade 2 learners at San Rafael Integrated School. Grounded in B.F. Skinner’s Operant Conditioning Theory, the study investigated how modifications in classroom seating arrangements—such as U-shape, V-shape, Semi-circle, clusters, and paired seating—can influence students’ behavioral outcomes. Employing a quasi-experimental design, the researchers observed 29 Grade 2 pupils before and after a two-week intervention involving daily changes in seating configuration. Data were collected using a researcher-made observational checklist and analyzed using frequency counts, paired t-tests, and Cohen’s d to determine behavioral trends and intervention impact. Results showed a noticeable reduction in common disruptive behaviors—such as talking out of turn, gossiping, and roaming—following the intervention, although the paired t-test did not yield statistically significant results (t = 0.898, p = 0.387). However, the computed effect size (d = 0.480) suggested a small but meaningful practical impact. These findings support the idea that even short-term, environment-based interventions can positively influence student behavior. The study highlights the potential of seating configuration as a proactive and low-cost strategy to create a more structured and focused classroom environment.