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Authors: Alisha Esmail
Keywords: Seating Arrangements, Collaborative Learning, Classroom Environment, Student voices
Abstract: There is a great deal of emphasis on collaborative learning among students in today’s
classrooms (Johnson and Johnson, 1985; O’Donnell and King, 2014; Slavin et al., 2003;
Webb and Palincsar, 1996). However, existing research on the environment in which
collaborative learning takes place is scant. Therefore, this study aimed to explore the
impact of seating arrangements on collaborative learning in a Grade 8 Religious
Education classroom in Dar-es-Salaam, Tanzania. The research adopted a qualitative,
action research methodological paradigm using a critical friend, student diaries, teacher-
journal, and student-led conferences as the data collection tools in which both, students
and teacher’s perspectives were carefully embedded. The results of this study indicate
that seating arrangements are fundamental tools in creating a conducive environment for
effective collaboration to take place. In fact, depending on the objectives of the lesson,
the teacher may adopt a layout that fits the collaborative plan. In this case, collaboration
can occur in pairs, groups and as a whole class. This study recommends a combinational
collaborative approach in which the teacher uses multiple collaborative plans to foster
sustained participation and engagement in the classroom. Moreover, this study
highlights the role of the teacher as a role-model who carefully scaffolds the desired communication patterns in the classroom. And lastly, this study stresses on the importance of integrating students’ voices in ensuring successful teaching and learning.