Engaging Young Minds: The Power of Humor in Teaching Science to Elementary Students

Abstract

Various factors influence students’ engagement and involvement in the classroom, one of the core factors is teachers’ teaching method. Teachers’ teaching methodology influences students’ interest and engagement in the class. The fundamental research question addressed by this study is, as a teaching method, does humor enhance students’ participation during science class at elementary level? Does humor as a teaching method influence students’ engagement in the class? What are the teachers’ views regarding use of humor in teaching science to enhance students’ engagement? Data were collected through closed-ended questionnaire from the students, which comprised 24 statements. Views of five teachers were gathered regarding the use of humor in teaching of science through open ended questions. Students reported that when teachers use humor in the class, they learn more and they enjoy the learning process. Findings revealed that students participate more in the class when teachers use humor as a teaching tool in the class. Teachers were of the view that using various teaching strategies in the class is a helpful tool in achieving desired outcomes. But teachers must be careful in selection of teaching methods, which must be according students’ level and subject requirements.