The Usage of Humour Elements in Instructional Communication and Their Roles in Students’ Achievement

Objective – The purpose of this article is to examine the usage of humour elements through the learning process in lectures and how these influence the achievements among university students. Apart from that, this article is to justify several questions that includes: To examine the humorous elements involved in learning and communication process while attending lectures, to investigate the type of humour and their appropriateness when used for instructional communication, and finally, to examine the relationship between the usage of humour elements and the achievements among higher education students. Methodology/Technique – This article is still in the preliminary stage in which the issues discussed are based on previous literature; therefore, this is a conceptual paper based on observations, the preliminary pilot study as well as the analysis of previous findings in relation to the usage of humour in learning environment. The previous literature also covers the insights on the levels, types and level of appropriateness of humour elements that occur during the communication process between students and lecturers in lectures. The analysis also looks into the relationship between elements of humour and the academic achievements among the students. Findings – Previous findings indicates that there are positive relationships between humour and ‘teaching and learning' environment. However, how far can appropriateness of humour elements contribute to positive outcomes are still left unanswered and therefore will be the main focus of this particular study. Type of Paper: Conceptual