Abstract
A smooth transfer of knowledge from instructor to student is what is desired in any learning context. One of the essential methods in making this happen is the use of humor in teaching. This study sought the influence of humor as a teaching tool on the student's engagement in classroom learning from students’ point of view and to find out the availability and extent of humor used as a teaching tool in the classes of Kandahar University from students’ perspective. The study employed a quantitative research-based survey design and used a questionnaire to collect data from a sample of 370 participants. The findings revealed that humor as a useful teaching tool positively influences students’ classroom learning engagement but it is not utilized by most teachers as a teaching tool.
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