The White Dome Journal

Abstract:
This mixed-methods action research study investigated the effect of a flexible seating environment on the focus and collaborative behavior of students in a second-grade intermediate classroom. Flexible seating was defined as a classroom arrangement offering diverse seating choices (e.g., wobble stools, bean bags, standing desks) based on principles of student choice, comfort, and movement. Focus, or on-task behavior, was operationalized as the percentage of time students were visually engaged in assigned work, while collaborative behavior was defined and measured by the frequency of specific peer-to-peer academic interactions, such as explaining an idea or providing help. The study aimed to determine if these variables would improve when students were granted autonomy over their learning environment, a concept supported by Self-Determination Theory (Deci & Ryan, 2000).
Participants included 22 second-intermediate students(12 girls and 10 boys), aged 13-14 years in a suburban public school. Quantitative data were collected through structured momentary time sampling observations to measure on-task behavior and tally sheets to count collaborative acts during a three-week baseline (traditional seating) and a six-week intervention phase (flexible seating). Qualitative data were gathered through a teacher-researcher journal, student surveys, and photographs to provide rich context for the numerical findings.
Results indicated a significant positive effect following the implementation of flexible seating. Quantitative analysis showed an increase in average on-task behavior from 74.2% during baseline to 86.5% during the intervention. The frequency of collaborative acts also rose, from an average of 8.5 to 14.2 per observation session qualitative data revealed that these improvements were most pronounce during independent and collaborative work blocks, with minimal change during direct instruction. Student surveys indicated that 86 % of participant felt they could focus better when given a choice of seating. The finding suggest that flexible seating, when implemented with clear routines and expectations can effectively enhance students engagement and peer collaboration by fulfilling psychological needs for autonomy and facilitated social constructivist learning (Vygotsky, 1978). The study concludes with practical recommendations for implementation and suggestions for futures research.

Abstract:
This research explores the character of Lady Zainab (peace be upon her) in light of Qur’anic laws (Sunan), particularly the divine laws of trial and empowerment. It adopts the thematic exegesis approach to trace Qur’anic verses related to tribulation and divine support, and examines how these concepts are reflected in Lady Zainab’s stances after the tragedy of Karbala. The study aims to demonstrate that Lady Zainab was not merely a passive witness to the calamity but a key figure in transforming apparent defeat into spiritual, intellectual, and social empowerment. Her unwavering stance was rooted in deep Qur’anic awareness and firm faith in divine promise. The findings suggest that Lady Zainab (PBUH) is a living model of the conscious believing woman who embodied the Qur’anic laws of change in the most difficult circumstances.