The teaching and learning landscape in higher learning institutions are changing from teacher-centered to student-centered learning. However, the students’ lack of engagement in classrooms is found to become one of the drawbacks in the implementation of student-centered learning. Aiming to address the problem of students’ lack of engagement, this research is carried out to investigate the impact of two teaching strategies i.e. ‘think-pair-share’ and ‘wait time’ on the teaching and learning of undergraduates. The methodology employed in the study is qualitative, engaging in action research design and divided into three stages of study, (i) problem identification (ii) action implementation, and (iii) evaluation. Two cycles of investigation were carried out, involving the implementation of “think-pair-share” in the first cycle, and in the second cycle, “think-pair-share” and “wait-time”. The data sources for the evaluation were three-folds, (i) lecturer’s observation (ii) reflection by the students and lecturer, and (iii) activity sheets by the students. The data are loaded into the computer-assisted qualitative data analysis software of ATLAS.ti version 8 for the purpose of analysis and generating the reports of the analysis. The study revealed that both teaching strategies of “think-pair-share” and “wait-time” have tremendously improved the student engagement in the classes. Additionally, the students’ learning experience have enhanced with the implementation of these two teaching strategies. And finally, the lecturer’s teaching ability also improved. Hopefully, the findings of the study would contribute to the literature on the subject of student engagement and teaching and learning strategies particularly, and other subjects of the higher education level generally.
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In-Text Citation: (Mohamad, Mustafa, Hanafiah, Ariffin, & Arshad, 2019)
To Cite this Article: Mohamad, A. M., Mustafa, E., Hanafiah, N. A. H., Ariffin, N. M., & Arshad, A. H. M. (2019). Impact of “Think-Pair-Share” and “Wait-Time” on Teaching and Learning Undergraduates: An Action Research. International Journal of Academic Research in Business and Social Sciences, 9(7), 843–861.
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