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.
Keyword(s)
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