Who Goes Where? and why........

Questions Q1 - Do staff perceive student groups to sit in a given location? Q2 - Why do students sit in a given location within the room? Q3 - Do grade boundaries clusters in a given location within the room?

Q1 - Do staff perceive student groups to sit in a given location?

"those who struggle and want staff attention sit on the front" Quotes "3rd not here" "Fail - none attendees" "disengaged: want to have a social towards the back" "students who don't want to engage at the back" "those who struggle and want staff attention sit on the front" "students who are struggling may sit on the front"

High Achievers (1st class) likely unlikely few many

Good Achievers (2:1 honors) few many

Moderate Achievers (2:2 honors) few many

(Fail or 3rd class honors) Low Achievers (Fail or 3rd class honors) few many

Staff have a perception that - students obtaining a good mark will be located near the middle. - that students obtaining poor marks are at the back and not engaged. ...but is this true?

Q2 - Why do students sit in a given location within the room?

Students were asked to identify where they were sitting - student number was recorded

Second yr n=151 response =83 (55%) First yr n=145 response =124 (86%)

Students sit in course groups. Second yr Students sit in course groups. Biomedical Science Biology Biochemistry Human Biology Present no data First yr

Students were asked the open question. "Why are you sitting in the location you are today?" Written responses were blinded and coded F Wanted to sit with friends H Can hear the lecturer best, less background noise V Visual reasons I To avoid interaction E Want to engage O Other

Friendship groups are important. its where there was space near my course mates course friends are here because there were three free seats for me and my friends it was vacant and close to my friends this is where my colleagues sit enough room for everyone in friendship group

But not all the time. Cant be bothered with course mates today I'm here to learn Sit with course mates not so far back cant hear but no so far forward we are sat next to the lecturer Good view of the board, with course mates Sit with course mates

Ability to see and hear is an influence. middle to see screen visual and can hear better with no one talking behind me good view of the board not too far forward or back with good view free space at the front so I can hear quite near front to see clearly and focus see without straining

Its complicated at the edges. no conversation behind distracting me no distractions Its complicated at the edges. have anxiety, and would prefer no one behind me medical condition - need to be able to leave the lecture theatre if needed don’t like people behind me couldn't be bothered walking up more stairs like being at ends to escape sitting near the front as I use crutches and its difficult to walk further up the steps the first row has a desk where I can use both paper and laptop - left handed convenient desk space left handed

Those at the front want to engage. feel more engaged with the lecture I like sitting in the front rows, as it helps in better interactions with the lecturers Easier if I have questions easier to concentrate and hear questions and engage

Those at the back don't. people in the front are forced to participate Like to be present for the lecture but not to be asked questions or engaged fully as this adds pressure and therefore nerves don't have to interact with the lecturer don't like to be sat close to the lecturer in case I get asked questions Those at the back don't.

Conclusion Students sit in friendship groups along course lines. Actively engaged at the front.

Q3 - Do grade boundaries clusters in a given location within the room? 40% 40% 40% 40% 50% 50% 50% 40% 40% 50% 60% 60% 60% 50% 40% 40% 50% 60% 70% 70% 70% 60% 50% 40% 40% 50% 60% 70% 80% 80% 80% 70% 60% 50% 40% 40% 50% 60% 70% 70% 70% 60% 50% 40%

Pair wise comparison of assessment marks assuming that course clusters work together course cluster course cluster A B C D E F G Total data set A vs B B vs C D vs E E vs F F vs G data plotted as A vs B B vs C data plotted as D vs E E vs F F vs G

no link between the marks of people who sit together First yr discursive essay A r=0.130 p=0.257 Student B Student A Individual essay task: no link between the marks of people who sit together

no link between the marks of people who sit together First yr Exam A r=0.131 p=0.259 Student B Student A Exam mark: no link between the marks of people who sit together

link between the marks of people who sit together Second yr problem solving * non-responders scored 63% A r=0.408 p=0.002 Student B Student A Group work: link between the marks of people who sit together

Exam: this link is followed through in exam Second yr Exam * non-responders scored 36% r=0.361 p=0.007 Student B Student A Exam: this link is followed through in exam

Friendship groups obtain similar marks in First yr Second yr Friendship groups obtain similar marks in problem based assessment but not individual written work. r=0.47 p=0.0004 r=0.41 p=0.002 problem solving problem solving r=0.13 p=0.257 r=0.23 p= 0.106 essay essay

Conclusions Staff falsely perceive a grade distributions in the room. Students that want to engage are at the front but get the same marks as those in other locations. Similar marks are obtained by friendship groups located together, in problem solving tasks.

Final thoughts Students have complex reasons for where they sit - so should we ask them the move? Do we need to be more aware of students in academically weak friendship groups? Beware of what you are assessing in problem solving task and who is really solving the problem.

I will now take questions from the back. Acknowledgments Thanks to.... Miss Angela Hoare Dr Mel Lacey I will now take questions from the back.

Conclusion Friendship groups work together on problem solving tasks and obtain similar grades.

Friendship groups obtain high average marks during an in-class formative MCQ task. n = 74 *

No direct link to location and grade was seen p=0.0004 r=0.41 p=0.002 r=0.13 p=0.257 r=0.23 p= 0.106

Are marks linked in problem solving tasks (working together) but not essays (individual)? Assessment grades from other modules were transposed and mapped onto friendship groups. r=0.47 p=0.0004 r=0.41 p=0.002 r=0.13 p=0.257 r=0.23 p= 0.106

Conclusion Friendship groups work together on problem solving tasks and obtain similar grades.