Effectiveness of Seating in Teacher's Action Zone on Learning and Retention Rate in Mathematics

In this study, the present researchers examined the effects of seating in teacher action zone on learning and retention rate of mathematics among the 5th grade students. For this purpose, pre-test/post-test control group design was used. The population of this study was all the 5th grade elementary students of Basht, a small city in Iran. Two-stage random cluster sampling was used to select 32 students. Then, they were divided into two groups, experimental and control group. Both groups responded to the same pre-test, post-test, and retention tests. During the mathematics training sessions, students of the experimental group seated in teacher’s action zone while students of the control group seated in other parts of class. In order to analyze data in descriptive statistics, measures such as mean and standard deviation were used. For inferential statistics, standard covariance tests were used to examine hypotheses of the research. The obtained results not only showed that students who seat in teacher's action zone get better grades but also their retentions of the concepts are better than the students who seat in other parts of classes.