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.
Keywords: Optimizing Quality Classroom Engagement, Thinking and Rethinking Process, Wait-time, Social
Studies Courses
1. Journal Description 2. Select Journal a. Declaration of Originality b. Select the Journal c. Paper Formatting d. Initial Manuscript Submission e. Peer Review Process f. Manuscript Revision g. Editing Services h. Final Manuscript Submission i. Acknowledgement to Publish j. Copyright Matters k. Inhouse Publication
Article History
Received: 26 June 2024 Accepted: 30 June 2024 Published: 18 July 2024
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.
Keywords: Optimizing Quality Classroom Engagement, Thinking and Rethinking Process, Wait-time, Social
Studies Courses
1. Journal Description 2. Select Journal a. Declaration of Originality b. Select the Journal c. Paper Formatting d. Initial Manuscript Submission e. Peer Review Process f. Manuscript Revision g. Editing Services h. Final Manuscript Submission i. Acknowledgement to Publish j. Copyright Matters k. Inhouse Publication
Article History
Received: 26 June 2024 Accepted: 30 June 2024 Published: 18 July 2024
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.
Keywords: Optimizing Quality Classroom Engagement, Thinking and Rethinking Process, Wait-time, Social
Studies Courses
1. Journal Description 2. Select Journal a. Declaration of Originality b. Select the Journal c. Paper Formatting d. Initial Manuscript Submission e. Peer Review Process f. Manuscript Revision g. Editing Services h. Final Manuscript Submission i. Acknowledgement to Publish j. Copyright Matters k. Inhouse Publication