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dc.contributor.authorFrench, Macy
dc.description.abstractThe purpose of this study was to determine the effects of traditional seating versus flexible seating on academic performance in a selected kindergarten classroom. The sample consisted of students from a kindergarten classroom that contained both flexible and traditional seating options. The students were divided into two groups and were instructed to complete their work sitting in either flexible or traditional seating for one week at a time, then the groups were switched. Each participant experienced both types of seating. The participants were observed to determine their overall academic performance on a given task, whether they mastered the content with a score of 80%, and the time in which the assignment was completed. The data were analyzed using a paired t-test and a chi square “goodness of fit” test. The results revealed no significant difference in academic performance (P = .561) and no significant difference in time of completion (P = .696). The chi square revealed there was also no significant difference in student mastery (P = .517). The results indicate that flexible seating did not significantly increase or decrease the participants’ academic performance in this study.en_US
dc.subjectSeating, flexibleen_US
dc.subjectSeating, traditionalen_US
dc.subjectAcademic performanceen_US
dc.subjectMaster of Education (M.Ed.) Thesis
dc.subjectRISE Above Research Conference
dc.titleThe Effects of Traditional Seating versus Flexible Seating on Academic Performance in a Selected Kindergarten Classroomen_US

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