Vol. 3 - 2026
This research aims to discuss the effectiveness of a student-teacher engagement model in the classroom with a 70/30 ratio in achieving active learning outcomes. The model suggests that 70% of instruction should be student-centered (discussion, cooperation, practice) and 30% teacher-centered (instruction and feedback). This approach is based on constructivist learning theory, which focuses on building knowledge through active rather than passive learning. The literature has consistently revealed that classroom conversations in traditional classrooms are frequently teacher-centred with students' opportunities for participation and developing critical thinking and communication skills being restricted. Conversely, more student speaking time has been linked to greater engagement, increased knowledge, and a better memory of content, especially in an interactive learning context. However, recent research points out that the effectiveness of active learning is not just a function of the percentage of time with students, but also the quality of instructional design, task structures and feedback mechanisms. This means that, although the 70/30 model is helpful, it relies on context – that is, on the type of subject, class size and teacher competence. In light of this, this study therefore used a desk-based approach to determine the current pattern of classroom interaction, assess the impact of 70/30 engagement model on the classroom involvement of the learners and identify problems encountered in implementing 70/30 engagement model in secondary schools in Nigeria. These were aimed at enhancing pedagogical practice and learner-centered education in general, especially in Nigeria.
70/30 Engagement Model, Teacher Talk Time, Student Talk Time, Active Learning
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