This paper examines the contribution of classroom students’ seating positions to learning gains. Data were
gathered from a sample of 1907 grade six students who sat for the same seat twice over an interval of
about 10 months. They were drawn from a random selection of 72 low and high performing primary
schools. Results of a multi-level regression show that seating in the front row in a classroom led to higher
learning gains of between 5 percent and 27 percent compared to seating in other rows that are farther
away from the chalkboard. The policy implication to education is that student’s seating position can be
manipulated in a way that it optimizes learning gains for slow learners.