article information

Thrita: Vol.3, issue 2; e93662
published online: June 30, 2014
article type: Research Article
received: May 14, 2019
accepted: May 29, 2014
DOI: https://doi.org/10.5812/thrita.10517
Crossmark

Use of Humour in Classroom Teaching: Students’ Perspectives

authors:

avatar Reem Abraham 1 , * , avatar Varsha Hande 2 , avatar Maria Elena Jude Sharma 2 , avatar Sonia Kaur Wohlrath 2 , avatar Chee Chen Keet 2 , avatar Siyamala Ravi 2

Department of Physiology, Melaka Manipal Medical College, Manipal Campus, Manipal University, Manipal, India
Melaka Manipal Medical College, Manipal Campus, Manipal University, Manipal, India

how to cite: Abraham R, Hande V, Elena Jude Sharma M, Kaur Wohlrath S, Chen Keet C, et al. Use of Humour in Classroom Teaching: Students’ Perspectives. Thrita. 2014;3(2):e93662. https://doi.org/10.5812/thrita.10517.

Abstract

Background: Humor is a valuable tool for establishing a conducive environment in classroom learning. From the teachers’ point of view, “how” to teach effectively is a challenging task. It demands creativity and imagination to capture students’ attention and interest in one’s teaching. From students’ point of view, a monotonous lecture would hinder their interest to concentrate in the classroom.
Objectives: The present study had two objectives; firstly to explore students’ perspectives on the use of humor in classroom teaching and secondly to explore students’ perspectives regarding teachers, using humor in classroom teaching.
Materials and Methods: Students were requested to respond to two questionnaires focusing on items related to the use of humor in classroom teaching, on a 4-point Likert scale (4 = Strongly agree; 3 = Agree; 2 = Disagree; 1 = Strongly disagree). Data were summarized using median grade with interquartile range (IQR). Frequency analysis of the responses was performed and agreement to each item was calculated by adding the frequencies of strongly agree and agree responses. Disagreement to each item was calculated by adding the frequencies of strongly disagree and disagree responses.
Results: Students (n = 157; 97.5%) opined that humor if incorporated appropriately in classroom teaching is a good thing and also helps in better retention of the topic being taught (n = 141; 75.15%). Majority of students (n = 158; 98.12%) responded that use of humor in classroom teaching facilitates a good teacher-student relationship. Majority of students (n = 146; 90.67%) also felt that having a good sense of humor is an attribute of an effective teacher.
Conclusions: The present study revealed that students prefer humor to be integrated into classroom teaching. The thoughtful use of humor fosters better teacher-student relationship which might culminate in better student learning.

Fulltext

References

  • 1.

    The references are available in the PDF file.