Abstract
Along with its psychological, physical and social benefits, humour has proved undeniably useful in educational contexts especially for the last sixty years. In order to close the research gap in Turkey, the current study scrutinized secondary school students’ views on the educational use of humour. Accordingly, 525 students attending state secondary schools were administered the Educational Humour Scale (EHS) in order to see whether they significantly differ in their related views regarding gender and types of schools they were attending. Their responses were qualitatively analysed through Nvivo 9, and codes, sub-codes and themes were formed based on the analysis results. An approximate consensus has been reached on the idea that use of humour is profoundly beneficial in education. The statistical findings have revealed that the students do not significantly differ in their views on the use of humour in education with respect to gender and types of schools they attend (p>.05). The study ends with a few practical implications on the findings and suggestions for further research.Â
Highlights
Along with its psychological, physical and social benefits, humour has proved undeniably useful in educational contexts especially for the last sixty years
As in the case of students, Linh (2011) highlights that the educational use of humour is perceived differently in schools located in the west (European countries and US) and Asia mentioning the finding that humour is perceived by the Chinese undergraduate students as the least important factors in the ideal Chinese personality (Yue et al, 2006) while it is considered remarkably significant in the western societies
A total of 505 students attending secondary schools in different types of state schools affiliated to the Ministry of National Education (MoNE) in Turkey in Academic Year 2016-2017 voluntarily participated in this research
Summary
Physical and social benefits, humour has proved undeniably useful in educational contexts especially for the last sixty years. Wanzer (2002) postulates that the use of humour in the classroom allows for a positive communication between teachers and students increasing students’ eager to learn, which is stated in subsequent research (Schmitz, 2002; Torok et al, 2004; Garner, 2006).
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