Asian Journal of Education and Social Studies

In Philippine junior high school Economics classes, traditional grid seating arrangements exacerbate student passivity by reinforcing teacher-centered strategies, restricting peer visibility, and minimizing collaborative dialogue on abstract concepts like supply-demand dynamics. Addressing this gap, this quantitative classroom-based action research evaluated the Herringbone Seating Arrangement—wherein chairs are positioned at a 45-degree angle toward the front, tilted slightly to form a V-shape that optimizes lines of sight to the teacher and adjacent peers—aimed to maximize both active participation (e.g., asking/answering questions, discussing lessons) and passive participation (e.g., attentive listening, note-taking) among Grade 9 students in a public laboratory high school. Data were gathered pre-intervention under grid seating and post-intervention after Herringbone implementation, analyzed using descriptive statistics (percentages, means, standard deviations) and paired samples t-test assuming equal variances (significance at p < 0.05). Findings demonstrated substantial improvements: active participation surged from 45% to 78% of students actively engaging, passive participation from 62% to 89% showing sustained focus (paired t-test p = 0.00001), with the arrangement notably enhancing student-teacher interactions and peer discussions during economic analyses. The study concluded that Herringbone seating is highly effective for elevating overall classroom participation in Economics, providing teachers, school administrators, and curriculum developers with evidence-based insights to redesign physical environments, foster interactive pedagogies, and ultimately improve learner outcomes in social studies subjects.