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Motivation Is No Laughing Matter

Motivation Is No Laughing Matter






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Motivation Is No Laughing Matter Motivation Is No Laughing Matter Presentation Transcript

  • Motivating students: Stimulating and sustaining student interest with the incorporation of humor within the classroom Research Applications: AEE 5104
  • Problem..
    • Schools have narrow focus on discipline
    • Heavy emphasis solely on standardized testing, objectives, and competencies in today’s classroom
    • Teachers have lost sight of making the learning environment fun for students
  • Problem..
    • Reviewing the literature the following voids were found:
      • Lack of research pertaining to humor within education
      • Lack of research with definitive results
      • Challenging to measure the true affect of humor on students within the classroom
    • Humor has shown to facilitate attention and motivation, improve teacher-student rapport, and make curriculum more enjoyable
    • Humor allows students to feel more at ease, and decreases stress, and increases students retention of material
    • Humor increases retention, creativity, and critical thinking
    • Literature Findings
  • Facilitating Planned Humor
    • Teachers can develop their skills to incorporate humor within their instructional strategy
    • Use cartoons, ask questions with humorous answers, rewrite bits of text humorously, incorporate humor within direct lecture
    • All subjects have the potential for humor
    • Humor should be based in a positive light
    • Steer clear of sarcasm
    • Humor is a skill that can be practiced and perfected
    • Teachers don’t need to be a comedian to effectively incorporate
    • Incorporating Humor
    • Loudoun County Public Schools
      • Dominion High School
      • Stone Bridge High School
    • Marketing Education Courses
    • Purpose was to determine the impact of humor on students
    • The Context
  • Data Collection
    • Method One
    • Incorporate humor into direct lecture
    • Use jokes, stories, and quips throughout lesson
    • Measure affect humor on retention through short assessments
    • Method Two
    • Incorporate humor directly into assessments
    • Place humor into directions to facilitate motivation
    • Measure effectiveness of humor by students reading directions in entirety
  • Findings Using Exam Scores
    • Exam scores used to gauge student retention
    • Using t-test and p-score was proven to be statistically insignificant
    • A lower p-score was needed to determine if humor within the classroom is effective
  • Findings Using Informal Assessments
    • Informal assessment scores determine amount of knowledge that was retained after a lecture
    • Assessment consisted of questions pertaining to direct lecture
    • Based on t-test and p-score was not statistically significant enough to draw a definitive conclusion
  • Exam Scores vs. Handouts
  • Findings Based on Humor Incorporated in Directions
    • Humor placed within directions
    • One class received humor-filled directions and the control group did not receive any humor
    • Based on a one-tailed individual t-test and p-score the data was not statistically significant
  • Results: Humor Incorporated in Directions
  • Conclusions
    • Research evidence was not statistically significant enough to draw definite conclusions
    • Researchers observed positive change when humor was incorporated in the curriculum
    • Humor directly affects students attention, retention, and excitement for curriculum
  • Conclusions
    • Team believes there is value in incorporating humor into the curriculum
    • The team will continue research into next academic year
    • Students showed less fatigue, anxiety, and tension during the humorous lessons
  • Recommendations
    • Research team will add more assessments to gauge impact of humor on other factors
    • Educational approach rather than assessment based
    • Further investigation in order to draw more conclusive evidence
    • Refine humor and implementation
    • Team will be more experienced and more capable of implementing humor within their own classrooms
    • Increased collaboration
    • Obtain more data to draw conclusions