UCLA

This study investigated how modifying the physical design of the classroom could positively impact the behavioral engagement (on-task behavior) and anxiety levels of ninth and twelfth grade students in an urban high school. Data collection methods included an AB multiple baseline design, biometric data, and student surveys. Visual inspection of data revealed that all participants' on-task behavior increased significantly during the intervention phase of the study. While participants' heart rate decreased during the intervention phase, all participants' heart rate fell within the average resting heart rate range suggesting less significant results. Students surveyed did indicate feeling less stressed in the modified classroom. This study did produce findings that indicate that classroom design can positively impact on-task behavior and anxiety, calling attention for the need to incorporate intellectual, emotional and physical accommodations to support student learning.