HUMOR AS A TEACHING STRATEGY: EXPLORING ITS EFFECT ON LEARNER’S MOTIVATION AND PERFORMANCE

Abstract

The use of humor in teaching has nowadays been acknowledged as a strategic communication tool that always improves learners’ interaction in the classroom besides improving their results. This research focuses on the use of humor and understanding the impact that it has on learners’ engagement as well as their performance in different contexts of learning. Even though humor is generally attributed a useful quality to have when teaching, the effects of humor on students’ motivation and their academic performance is an area that still requires further research. The aim of this study was to ascertaining the degree to which humor increases motivation among learners and to determine whether humor has a positive impact on learning outcomes with specific reference to test results and, concept mastery. A cross-sectional survey design was used which included 200 respondents made up of undergraduate students, from faculties of Management and Social Sciences, Physical and Numerical Sciences, Chemical Sciences, Life Sciences, Languages and Literature, Religious and Legal Studies of The University of Swat. It utilized a stratified random sampling to recruit its participants over the different years of study and field. Information was obtained from the students by means of a standardized self-administered questionnaire which comprised of questions that sought to measure the students’ attitude towards humor, motivation and achievement. The data were, therefore, analyzed descriptively using the Statistical Package for the Social Sciences (SPSS) software. In the quantitative analysis, descriptive statistics was used to provide demographic characterizes as well as the frequency distributions of observations for humor, motivation and performance. To re-check the internal consistency of the survey items Cronbach’s Alpha was computed. A Pearson correlation between humor, motivation and performance was conducted, whereas one-way ANOVA was conducted to compare the level of motivation and performance between level of enjoyment of humor in classroom. The study involved a regression analysis test designed to show how perception of humor correlates with academic performance of students. Data significance level was set at p < 0. 05. The findings showed that the use of humor had a positive effect in learner motivation, more so, in the students’ students’ interest and participation and create an enthusiastic learning environment. Furthermore, positive correlation between humor and enhanced performance was noted on academic work including understanding of information, concepts and retention of knowledge. According to the regression analysis it affirmed that students, who appreciated humor in learning situations, were likely to express higher academic achievements. But there were variations in the extent of effectiveness in the use of humor, therefore meaning that the kind of humor that one uses should be the one that is preferred by the audience as well as applied under certain conditions. It is suggested that educators include a dose of humor into the process taking into account the preferences of students as well as the overall learning environment. It is also worth specifying that further studies need to focus on the differences and variations of the effects of humor in variable subjects, cultures and educational levels.