Instructional Humor and its Compliance Gained During Virtual Learning

This research examined the effectiveness of instructional humor on learner's compliance gaining in an online distance learning. This paper is supported by The Instructional Humor Processing Theory of Melissa B. Wanzer, Ann B. Fryer and Jeffrey Irwin. A survey was conducted at the three campuses of Cebu Technological University. The study utilized 132 respondents. The instrument was patterned from the instrument by Bieg, S., Grassinger R., and Diesel, M. 2017 and Punyanunt, N. 2000 . Chi Square Test was used in determining the significant relationship between the type of humor and the teacher's bases of power. The survey found that course related humor was sometimes utilized in the classroom by teachers, with a mean of 3.122. Course unrelated humor, self disparaging humor and aggressive humor were “seldom” used in the class. Teachers, on the other hand, sometimes used all of the teachers instructional power, including coercive power, reward power, legitimate power, referent power, and expert power. Furthermore, the results revealed that there was no significant relationship between the type of humor and the teachers instructional power, as indicated by the p value of 0.166. It implies that the type of humor used by teachers is irrelevant to the type of instructional power they impose. May Pearl P. Nuñal "Instructional Humor and its Compliance-Gained During Virtual Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-4 , August 2024, URL: https://www.ijtsrd.com/papers/ijtsrd67259.pdf Paper Url: https://www.ijtsrd.com/management/management-development/67259/instructional-humor-and-its-compliancegained-during-virtual-learning/may-pearl-p-nuñal