Today’s teaching–learning process should be such that students should enjoy it. Today, syllabus, project work, tuitions, classes, dissertations, test tutorials and seminars impose lot of stress and tensions on the students. The purpose of this research paper was to study the effect of Sense of Humors in teaching Educational Research to M.Ed. students. The Lecture cum Sense of Humor Method and Lecture Method of teaching Educational Research were compared with each other. In all 70 M. Ed. students were selected for the study. Two levels of treatment were assigned randomly to the selected two groups. Jokes, cartoons, exaggerations, SMS etc. were introduced in experimental group. It was found that the Lecture cum Sense of Humor Method of Teaching Educational Research was found significantly effective than Lecture Method of Teaching Educational Research.
Table of Contents
1.0 Introduction
2.0 RATIONLE
3.0 Objectives
4.0 Hypothesis
5.0 Sample
6.0 Design
7.0 Variables
8.0 Tools
9.0 Procedure of Data collection
10.0 Interpretation of Data & Result
11.0 Discussion
Research Objectives and Focus
The research paper aims to evaluate the effectiveness of incorporating humor into the teaching of Educational Research for M.Ed. students as a strategy to mitigate stress, increase student engagement, and improve information retention compared to traditional lecture-based methods.
- Development of humorous educational examples for research topics.
- Comparative analysis of student achievement scores using experimental and control groups.
- Assessment of the impact of humor on student interaction and classroom atmosphere.
- Investigation of humor as a tool for reducing student stress and academic pressure.
- Validation of pedagogical strategies that enhance student recall of complex research concepts.
Excerpt from the Book
2.0 RATIONLE
The use of humor in our society has received widespread attention. Numerous experts have espoused the use of humor in their fields for various physiological and psychological benefits that are believed to be associated with laughter or humor. The use of humor in the classroom can help to create more positive learning environment by breaking barriers of communication between the professor and students. According to [7]Talbot (2000) Humor strengthens the relationship between student and teacher, reduces stress, makes a course more interesting, and, if relevant to the subject, may even enhance recall of the material. According to [1] Berk (1996) Humor in the classroom relaxes students and makes lectures more interesting also found that humorous exam questions in undergraduate and graduate statistics classes could indeed reduce student stress. [8]Trefts and Blakeslee (2000), in a study dealing with library instruction, found that humor is a good way of making a boring subject more interesting for both students and instructors.[3] Friedman, Halpern, and Salb (1999) show how humorous anecdotes can be employed to make a statistics course more interesting to students. [5]Korobkin (1988) found that classroom information is retained longer when presented in a humorous manner.[6] Stewart and Furse (1986), in a study that analyzed 1059 commercials on 150 elements found the highest correlation between humor and recall of a commercial. [4]Kaplan and Pascoe (1977), claim that humor that is relevant to the subject material enhances the retention of the concepts being taught. [2] Edwards and Gibboney (1992) suggest that humor in the classroom is particularly effective if it helps make a point or clarify a concept, that is, if it is relevant to the subject material. All these findings show that humor is very important for making teaching – learning process interesting and effective. Therefore an attempt has been made to study the effectiveness of sense of humor in teaching Educational Research at M. Ed. level
Summary of Chapters
1.0 Introduction: This chapter establishes the need for innovative teaching methods to overcome student stress and disengagement caused by dry, traditional lecturing styles.
2.0 RATIONLE: This section reviews existing literature supporting the physiological and psychological benefits of humor in academic environments.
3.0 Objectives: Defines the specific goals of developing humorous materials and comparing student performance metrics between two distinct teaching methods.
4.0 Hypothesis: Formulates the null hypothesis concerning the difference in adjusted mean achievement scores between the two test groups.
5.0 Sample: Details the selection of 70 M.Ed. students from two specific colleges in Jalgaon to serve as experimental and control groups.
6.0 Design: Specifies the use of a post-test control group design to conduct the experimental research.
7.0 Variables: Identifies the teaching methods and intelligence as independent variables, with achievement scores serving as the dependent variable.
8.0 Tools: Outlines the instruments used, specifically the Non-verbal Group Intelligence Test and a researcher-developed achievement test.
9.0 Procedure of Data collection: Describes the 21-day experiment where humorous content (SMS, cartoons, jokes) was introduced in the experimental group.
10.0 Interpretation of Data & Result: Presents the ANCOVA statistical results which indicate a significant effectiveness of the humor-based method.
11.0 Discussion: Interprets the findings, attributing the success of the intervention to increased student relaxation and improved teacher-student rapport.
Keywords
Educational Research, Sense of Humor, Teaching Methods, M.Ed. Students, Student Achievement, Classroom Environment, Experimental Study, ANCOVA, Academic Stress, Learning Retention, Pedagogy, Innovation, Non-verbal Intelligence, Lecture Method, Student Engagement.
Frequently Asked Questions
What is the core focus of this research paper?
The paper investigates the impact of integrating humor into the teaching of Educational Research to M.Ed. students to determine if it makes the subject more engaging and improves learning outcomes.
What are the primary thematic areas covered in the study?
The core themes include the psychology of humor in education, the reform of traditional lecture methods, student stress reduction, and the improvement of information retention through creative pedagogical strategies.
What is the main research question or objective?
The primary objective is to compare the adjusted mean scores of an Achievement Test between students taught using a standard lecture method and those taught using a "Lecture cum Sense of Humor" approach, while controlling for student intelligence.
Which scientific methodology was utilized?
The study employed an experimental research design, specifically a post-test control group design, with data analyzed using the Analysis of Covariance (ANCOVA).
What content is addressed in the main body of the work?
The body covers the rationale behind humor in education, the experimental design and sampling process, the development of specific humorous tools (cartoons, jokes, SMS), and the statistical analysis of the resulting achievement data.
Which keywords characterize this research?
Key terms include Educational Research, Sense of Humor, Teaching Methods, M.Ed. Students, Student Achievement, and Academic Stress.
How did the researcher develop the humor used in the experimental group?
The researcher created humorous content in Marathi, consisting of jokes, exaggerations, and cartoons tailored to specific research topics like hypothesis, methodology, and sampling.
What was the final conclusion regarding the effectiveness of the intervention?
The study concluded that the "Lecture cum Sense of Humor" method was significantly more effective than the traditional lecture method, as evidenced by higher achievement scores in the experimental group.
Did the study consider individual student intelligence?
Yes, intelligence was measured using the Non-verbal Group Intelligence Test and was used as a covariate in the statistical analysis to ensure the results accurately reflected the impact of the teaching method.
What does the author suggest regarding the implementation of humor?
The author emphasizes that humor should be used in proper proportion and must be relevant to the subject matter to avoid adverse effects and maintain academic respect.
- Citar trabajo
- Dr. Manisha Indani (Autor), Use of Humor in university classes, Múnich, GRIN Verlag, https://www.grin.com/document/1060762
