Proficiency in mathematics is key to success in core economics courses. Understanding which factors support improved mathematical performance is, therefore, essential. This study examines the relationship between seating location and grades in a first-year Mathematics for Economics course in the Degree in Economics. Students in the control section (CS) chose their seats freely, while in the treatment section (TS), students initially selected seats but were subsequently randomly assigned to those closest to the instructor. Students in TS achieved a significantly higher median grade than those in CS. An analysis of covariance found that TS students scored an average of 1.16 points higher than CS students. This suggests that randomly assigning students to seats closer to the instructor might improve their performance.
