Humour to humour: Laughing your mind open.
Humor is known to reduce students’ stress and enhance their learning experience (Steele 1998). The objective of this study is to explore the conduciveness of using self-disclosure, sharing sessions and humor in maintaining a safe, sharing environment within the classroom thus establishing trust and...
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
2013
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| Online Access: | http://eprints.sunway.edu.my/521/ http://eprints.sunway.edu.my/521/1/JB%20Meera%20Rada%20Krishnan.pdf |
| _version_ | 1848801837616988160 |
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| author | Meera Rada Krishnan, * |
| author_facet | Meera Rada Krishnan, * |
| author_sort | Meera Rada Krishnan, * |
| building | SU Institutional Repository |
| collection | Online Access |
| description | Humor is known to reduce students’ stress and enhance their learning experience (Steele 1998). The objective of this
study is to explore the conduciveness of using self-disclosure, sharing sessions and humor in maintaining a safe, sharing environment within the classroom thus establishing trust and encouraging students to actively participate in the academic process. A survey to assess the effectiveness of humor and self-disclosure was administered to a sample of 143 pre-university students of year 2012 and 212 students of year 2013 from the Cambridge GCE ALevel
(A-Level), Australian Matriculation (AUSMAT) and Monash University Foundation Year (MUFY) cohorts.
20 questions were posed using a 5 point Likert scale. The difference in the student’s responses based on the course
undertaken was analyzed and the statistical significance of the differences was determined using standard error and
t-tests (Seltman 2012). Results indicate that for the 2012 and 2013 cohorts, over 80 per cent and 78 per cent of the
respective respondents agreed that the use of humor reduces students’ tension. Over 79 per cent and 81 per cent
agree that a fun and open lecturer fosters a more positive learning environment thus enhancing attention, attendance,
learning and retention. Over 75 per cent and 82 per cent agreed that self-disclosure encourages rapport and
development of a sense of comfort thus increasing the approachability of lecturers. There appeared to be no
significant difference between courses to the responses chosen. This study indicated that students did perceive
humor and self-disclosure as an effective teaching tool. Therefore educators should seriously consider transforming
lectures from being perceived as boring, difficult and stressful experiences into a positive learning environment. |
| first_indexed | 2025-11-14T21:13:48Z |
| format | Conference or Workshop Item |
| id | sunway-521 |
| institution | Sunway University |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T21:13:48Z |
| publishDate | 2013 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | sunway-5212017-08-25T10:04:52Z http://eprints.sunway.edu.my/521/ Humour to humour: Laughing your mind open. Meera Rada Krishnan, * LB1603 Secondary Education. High schools Humor is known to reduce students’ stress and enhance their learning experience (Steele 1998). The objective of this study is to explore the conduciveness of using self-disclosure, sharing sessions and humor in maintaining a safe, sharing environment within the classroom thus establishing trust and encouraging students to actively participate in the academic process. A survey to assess the effectiveness of humor and self-disclosure was administered to a sample of 143 pre-university students of year 2012 and 212 students of year 2013 from the Cambridge GCE ALevel (A-Level), Australian Matriculation (AUSMAT) and Monash University Foundation Year (MUFY) cohorts. 20 questions were posed using a 5 point Likert scale. The difference in the student’s responses based on the course undertaken was analyzed and the statistical significance of the differences was determined using standard error and t-tests (Seltman 2012). Results indicate that for the 2012 and 2013 cohorts, over 80 per cent and 78 per cent of the respective respondents agreed that the use of humor reduces students’ tension. Over 79 per cent and 81 per cent agree that a fun and open lecturer fosters a more positive learning environment thus enhancing attention, attendance, learning and retention. Over 75 per cent and 82 per cent agreed that self-disclosure encourages rapport and development of a sense of comfort thus increasing the approachability of lecturers. There appeared to be no significant difference between courses to the responses chosen. This study indicated that students did perceive humor and self-disclosure as an effective teaching tool. Therefore educators should seriously consider transforming lectures from being perceived as boring, difficult and stressful experiences into a positive learning environment. 2013-11-16 Conference or Workshop Item PeerReviewed text en http://eprints.sunway.edu.my/521/1/JB%20Meera%20Rada%20Krishnan.pdf Meera Rada Krishnan, * (2013) Humour to humour: Laughing your mind open. In: Proceedings of the Sunway College Johor Bahru Inaugural Conference, 16 November 2013, Johor Bahru. |
| spellingShingle | LB1603 Secondary Education. High schools Meera Rada Krishnan, * Humour to humour: Laughing your mind open. |
| title | Humour to humour: Laughing your mind open. |
| title_full | Humour to humour: Laughing your mind open. |
| title_fullStr | Humour to humour: Laughing your mind open. |
| title_full_unstemmed | Humour to humour: Laughing your mind open. |
| title_short | Humour to humour: Laughing your mind open. |
| title_sort | humour to humour: laughing your mind open. |
| topic | LB1603 Secondary Education. High schools |
| url | http://eprints.sunway.edu.my/521/ http://eprints.sunway.edu.my/521/1/JB%20Meera%20Rada%20Krishnan.pdf |