Does the Classroom Matter? How the Physical Space Affects Learning in Introductory Undergraduate Science Courses

We compare student learning and perception data from astronomy, physics, and geology courses taught in a traditional classroom with individual desks to the same classes taught in a large auditorium. In a large student sample (1,593 students), there is no clear difference between rooms in measures of failure rates or average final grades. However, the percentage of students with poor attendance was significantly higher in the auditorium than in the classroom (33% vs. 28%), and differences in the retention rates suggest the traditional classroom setting may provide more accountability and encourage commitment to the course. A perception survey of 189 students in the large sample indicated that the size of the auditorium hampered the students ' ability to hear their peers. Survey respondents also preferred the classroom for small group interactions. We suggest that weaker students ' engagement may be negatively impacted by the more anonymous auditorium environment.