Optimizing Quality Classroom Engagement and Thinking and Rethinking Processes in Social Studies Courses through a Wait-time Model (WTM)

Abstract

The purpose of this study is to find out how the wait-time provided by professors to the students’ influence their classroom engagement as well as their ability to think and re-think, both in the online and offline set-ups. The problem with wait-time during discussions is that it can hinder the flow of conversation and impede effective communication. One of the problems that confront students is the prolonged pauses or delays in responses that may lead to disengagement, loss of momentum, and decreased overall efficiency in exchanging ideas or information. This delay can be caused by various factors such as technical issues, hesitation in responses, or inadequate facilitation, all of which can contribute to a less productive and engaging discussion. This study used social-observation descriptive design, a form of scientific research. The samples were selected through purposive sampling, include three (3) classes from Bachelor of Secondary Education, majoring in Social Studies totaling 95 respondents and 5 social-science faculty members from the College of Teacher Education, City University of Muntinlupa, Philippines. The Survey on the Average Teacher’s Wait-time Tool and Classroom Discussion through a Wait-time Tool, constructed by the researchers, observation, and interviews were used to gather data from the samples. The study found out that the Average Wait-Time on "Creating Questions" has the longest average wait-time at 2 minutes and 11 while "Remembering Questions" have the shortest wait-time at 41 seconds. There is a strong positive correlation between the average length of wait-time and active classroom engagement. Longer wait-times result in more engaged students, whether in online or face-to-face classes. And the correlation between Wait-Time and Thinking and Rethinking reveals that there is a moderately negative correlation which suggests that the length of wait-time and the thinking and rethinking process have an inverse relationship. Extended wait-times may lead to reduced cognitive activity, indicating a need for balance. These findings emphasize the importance of optimizing wait-time in educational practices to facilitate meaningful engagement and cognitive processing. Balancing the duration of wait-time is essential to harness its benefits effectively. The authors concluded that through quality wait-time, students would be able to further enhance their analytical, critical, and higher order thinking skills.