Understanding the Relationship Between Different Types of Instructional Humor and Student Learning

Moshe Machlev and Nancy J. Karlin

SAGE Open, 2016, vol. 6, issue 3, 2158244016670200

Abstract: The purpose of this study was to examine the frequency of use of different types of humor in the classroom for a possible relationship with perceived and actual learning. This relationship was examined using quantitative methods. Participants answered questions about their perceived and actual learning and the type of humor to which they were exposed (examining the frequency of such exposure). Student’s final grade in the course served as the measure of actual learning. The study consisted of 195 undergraduate students ranging in age from 18 to 25. A factor analysis identified two distinct types of humor (relevant/appropriate and non-relevant) used in the classroom with relevant/appropriate humor predicting perceived learning. No relationship was found between the different types of humor and actual learning. There was also no difference in the interaction between different types of humor with gender.

Keywords: instructional humor; humor types; perceived learning; actual learning (search for similar items in EconPapers)
Date: 2016
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/2158244016670200 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:6:y:2016:i:3:p:2158244016670200

DOI: 10.1177/2158244016670200

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().