Teaching and learning in higher education have been transformed from traditional teaching to more modernized and progressive educational theories. The aim of this article is to discuss the learning pyramid and how it is applied as a method in teaching. Moreover, learning theories such as constructivism were analysed in relation to the learning pyramid. The learning pyramid dates to 1940s and it was used to support learning. It seems to have impressive explanations for improving students learning. ‘’However, it has been criticised for lack of theoretical basis’’. Despite this shortcoming, its relevance in today’s explanation of learning is found in the reflection of constructivism particularly the lower level of the pyramid. This lower level indicates that the highest percentage of learning occurs thorough active and collaborative learning which are some of the cornerstones of constructivism. The origins of the learning pyramid have been discussed and how the learning pyramid can be implemented in today’s effective teaching methodologies. It was concluded that passive learning methodologies are not effective for students as the level of retention is low. Participation in the learning process has proved to be enabling students to think deeply and be able to remember what they have been taught. Participatory methods of teaching have produced better results of retention compared to passive teaching methodologies. Therefore, the learning pyramid is recommended as a guide for teachers for effective instruction to their learners.

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