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Publikation Nr. 2784 - Details

Experiments on Teacher Humor: Are there causal effects on Instructional Quality and Students’ Emotions?

Experiments on Teacher Humor: Are there causal effects on Instructional Quality and Students’ Emotions?
"Bieg, S. & Banaruee, H. (2024). Experiments on Teacher Humor: Are there causal effects on Instructional Quality and Students’ Emotions?, Wien, DGPs.
Vortrag




Abstract
This experimental approach aims at analyzing effects of different teacher humor types on instructional dimensions and students’ emotions and refers to Instructional Humor Processing Theory, and Control-Value Theory of Achievement Emotions. We conducted two experiments with parallelized and videotaped lessons in Geography. In Study 1, 203 geography teachers evaluated basic dimensions of instructional quality besides teacher humor. In Study 2, 293 10th grade students also evaluated additional scales on their perceived emotions. All participants were randomly assigned into five experimental conditions: one control group and four humor groups: course-related, course-irrelevant, aggressive, and self-disparaging and watched a video-taped lesson on individual computers and answered the corresponding questionnaires online. A MANOVA with experimental condition as between subject factor and perceptions of the different types of teacher humor as dependent variables served as manipulation check and revealed strong effects in both studies. Further MANOVA’s indicated, that teachers and students in the course-related humor condition reported more clarity, interestingness, time on task and better teacher-student-relationship compared to other humor conditions. Furthermore, students within the course-related humor condition reported more enjoyment, less boredom and anger compared to the other humor conditions. However, student results indicated that students are confused and frightened by the use of aggressive humor. The findings support the assumption that especially course-related teacher humor has positive causal effects on basic dimensions of instructional quality and students’ emotion and is a powerful tool that teachers may use to improve their instruction. Future studies should examine the effect of humor on achievement

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Art der Begutachtung: Peer Review(Double-blind peer review)
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