Gile, Hanna Maria Sherina H. and Pablo, Xyron May D. (2014) HAHA turns to AHA! : the effect of integrated humor in students'learning. Undergraduate thesis, De La Salle University-Dasmarinas.

	Text (Theses) GilePablo ... - IntegratedHumor.pdf Restricted to Registered users only Download (2MB)
	Text PSY 1188 2014.pdf Download (282kB)
	Text PSY 1188 2014.pdf Download (282kB)

Abstract

Name of Institution: De La Salle University-Dasmariñas Address: Dasmariñas City 4115 Cavite Title: HAHA Turns to AHA!: The Effect of Integrated Humor in Students’ Learning Authors: Hanna Maria Sherina H. Gile Xyron May D. Pablo Funding Source: Parents Cost: Php 9, 800.00 Date Started: June 2013 Date Finished: March 2014 Scope and Coverage: The study focused on the effectiveness of humor in academic performance purposely in learning of randomly selected freshman AB Psychology students of DLSU-D, with an age bracket of 16-17 years old. Any factors concerning other year levels were not considered and there was no gender limitation imposed in the study. Also, it was confined to individuals without hearing impairment. vii Researchers compared the effects of traditional teaching method to humorous discussion in students’ learning. The working variables utilized were humor and immediacy of testing. Learning was characterized in this study as gathered or obtained information through classroom discussion which was gauged via academic test. The study excluded students’ preference, strategies, and styles in learning since every individual could learn if they have or want to. Methodology: Quantitative, experimental, and 2x2 factorial research designs were used in this study. The mean scores and independent t-test were utilized and determined to assess and explain the significant differences among the variables. Through two-way, between-subjects ANOVA (Analysis of Variance), the researchers measured the interaction between humor and immediacy of testing in students’ learning. Randomly selected viii freshman AB Psychology students of DLSU-D were divided into 4 groups and exposed to one of the instructional videos regarding Bill of Rights particularly sections 1 to 5 with differing teaching style (humorous or non-humorous). Data were gathered through an academic test which served as the post-test and an evaluation form for post-lecture feedback. Two groups (control and experimental groups A) were given an academic test immediately after watching their assigned video, either a non-humorous or humorous presentation, while the other two groups (control and experimental groups B) were tested after an interval of one week. Conclusion: 1) The researchers conclude that there is a significant difference between the learning of students with humorous and non-humorous presentation. Therefore, humor integration in classroom discussion enhances and fosters students’ learning compared to the traditional teaching method. Nonetheless, it does not imply that learning is not possible in traditional teaching method but academic related humor exploitation will help students to learn and retain more information than a non-humorous presentation which lacks contextual cues. 2) There is a significant difference between the groups which were tested immediately and after a week. Thus, immediate testing will result to higher scores in academic test compared to testing with interval but with humor as retrieval cue in learning. Students will score higher even when tested after an interval. 3) There is a significant interaction between humor and immediacy of testing on learning. Hence, immediacy of testing and humor integration plays a role in students’ learning augmentation. Recommendations: 1) Incorporate humor in classroom discussions and acknowledge humor integration as a new teaching method that can be widely utilized based on appropriateness, topic sensitivity, and audiences’ humor preference. 2) Due to technical constraints on the researchers-made instructional videos, the researchers recommend future researchers to use a more perceptible tool. Also, consider exploring the effectiveness of humor on other setting, field, participants, and variables. 3) Future researchers are suggested to conduct a survey or interview among the participants to substantiate how/if humor really helps them improve their learning process.

Item Type:	Thesis (Undergraduate)
Additional Information:	PSY 1188 2014
Subjects:	L Education > LC Special aspects of education
Depositing User:	Users 4 not found.
Date Deposited:	16 Nov 2015 02:28
Last Modified:	02 Jun 2021 00:29
URI:	https://thesis.dlsud.edu.ph/id/eprint/140

Actions (login required)

View Item