Improving Grade VI Learner's Participation Using Think Time

Abstract

INTRODUCTION

Questions during a class discussion are very important in cultivating quality instruction and learning. Both the type or level of the question and the manner they were delivered affects learners' comprehension and response, which may be a measure of quality instruction and learning. However, a high participation rate in class discussions seldom happens. In this study, "think time" was explored and utilized in a usual elementary school setting.

METHODS

The study is a quasi-experimental, one group pretest-posttest in design which involved a sixth grade Science class. Participation is defined as the number of raised hands of learners which indicated their willingness to respond to a question posed by the teacher. The intervention used was a "5-second pause" or "think time" after the delivery of each question. Five sessions each were conducted before and during the utilization of the intervention, where the number of raised hands were counted through video recordings. Questions in both sessions (before and during) were prepared beforehand and were matched according to a level based on Revised Bloom's Taxonomy. Quantitative analyses were used for the data collected and its interpretations.

RESULTS

The introduction of "think time" significantly improved the participation of pupils in their class discussions. The average participation of learners in sessions with think time was tripled from an average of two to six learners responding to the teacher's question. This increase occurred in the provision of an average 5 second time for learners to comprehend, think and respond to questions given as compared to the 2 second time allotted without think time. A computed t-value of 10.72 using t-test (dependent samples) shows a significant difference in the mean of participating pupils which means that the use of think time increases the participation of learners.

DISCUSSIONS

The result of slowing down the question phase in discussions by allotting 5 seconds after the question was given doubled the number of pupils who participated; a result like those of Melder (2011) which showed a similar increase in participation. Since the study only focused on the number of learners participating in length, and level of their responses as well as the effects of think time to teachers were not included. Furthermore, the use of think time in the study is limited only to Science. These gaps may be subjected to further studies. In general, think time may be utilized to increase learner participation in class discussions.