Abstract:

The k to 12 classrooms are dwelt by pupils with varying learning styles which challenge teachers to configure their classrooms. This study determined the effects of configurations in the K to 12 classrooms on pupils’ learning styles and academic performance. Quasi-experimental method of research utilizing the pretest-posttest nonequivalent group design was used involving 46 pupils who were exposed to the traditional classroom configuration as the control group and 49 pupils who were exposed to the nontraditional classroom configurations as the experimental group. The Learning Styles Inventory and the teacher-made test were used to elicit data of the study which were treated using the frequency count, percent, and the t-test. The study revealed that pupils’ learning styles and academic performance were comparable prior to their exposure to classroom configurations. However, a sufficient evidence showed that the pupils exposed to horseshoe or U-shape, clusters, stadium, and combination as non-traditional classroom configurations were more activists, reflectors, theorists, and pragmatists than those pupils exposed to rows-columns traditional classroom configuration. The study disclosed further that, academically, pupils’ in the non-traditional classroom configurations performed significantly higher than their counterpart. Hence, teachers should actively engage in with the pupils in constructing knowledge through the use of the non-traditional classroom configurations that encourage the pupils to explore and construct their own knowledge. Teachers should also understand the differences in pupils’ learning styles to properly implement the non-traditional classroom configurations into their daily teaching activities and assessments. Keywords: Classroom Seating Arrangements, Learning Variations, Academic Influence.

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