Abstract
Improving teaching quality and effectiveness should be one of the primary
concerns for any educational system. Research suggests that the use of
humor (to engage students in laughter) in teaching can have positive
effects on students’ learning (Garner, 2006). The current paper intends to
find out how/If teachers’ use of humor in class improves teaching
effectiveness, precisely, in terms of motivation, effective class
engagement, anxiety reduction, stimulation of thoughts, interest in studies
and fostering positive teacher-student relationship. The sample comprised
of 100 students; (50 men and 50 women) and 200 teachers from different
government and private universities (using convenient sampling) in
Lahore. Students’ Opinion of Teaching Scale (Makewa, Elizabeth &
Genga, 2011) was used to assess students’ ratings of teaching
effectiveness. Results indicated a positive relationship between teachers’
use of humor and student’s motivation, their anxiety reduction, class
engagement, fostering teacher student relationships and teaching
effectiveness. Overall, students rated those teachers more effective who
used humor in their teaching style as compared to those who did not. The
findings are important and useful in raising teaching quality and
effectiveness by developing/introducing training modules to advance
teaching methodologies.
Ifra Shahid, Saima Ghazal. (2019) Humor as a tool to Teachig Effectiveness, Journal of Behavioural Sciences, Volume 29, Issue 1.
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