An examination of the effects of instructor use of classroom humor on the stress and arousal levels of high school students.
Written in 2002; 7,521 words; 18 sources; MLA; $ 165.95
Paper Summary:
Previous researcher has indicated that stress can have a negative impact on student classroom performance. Other studies have indicated that humor can have a beneficial impact on student learning outcomes. However, little prior research has examined the links between humor and classroom stress. This study examines the effects of instructor use of classroom humor on stress among high school students. Fifty-four students in two high school classes were surveyed to determine their levels of stress and arousal. The classes were evenly divided along gender lines (28 males, 26 females). The classes were also mixed ones containing both juniors (n=20) and seniors (n=34). One class was led by a teacher who regularly employed humor in her presentations; this was the experimental group (n=26). A second class was led by a teacher who did not utilize humor in his presentations; this was the control group (n=28). Two hypotheses were proposed, one that stress levels would be lower in the humor classroom, one that arousal levels would be higher in the humor classroom. Both hypotheses were strongly supported at or near the p=.01 level. The paper concludes by noting some limitations that should be addressed in future studies.
From the Paper:
"This review of literature will consider the general nature and source of stress and its effects; it will also examine stressors associated with the educational environment and the processes of learning that directly impact upon the capacity of students to function efficiently and at full potential. Issues related to how humor can be used to reduce stress or ameliorate its effects will be considered. To the degree possible, classroom or instructional use of humor will be considered.
The term "Stress" has historically been used to refer both to adjustive demands placed on an organism and to then organism's internal responses to such demands (Coleman, 2000). Stress is generally regarded as the outcome or artifact of frustration, conflict and pressure, each of which is can be omnipresent within the school or classroom environment. Generally, theorists argue that frustration occurs when one's strivings are thwarted, either by obstacles that block progress toward a desired goal or by absence of an appropriate goal (Coleman, 2000). Conflict arising from the simultaneous occurrence of two or more incompatible needs or motives: the requirements of one preclude satisfaction of the other(S). Stress may also stem from pressures to achieve specific goals or to behave in particular ways; such pressures may originate from internal or external sources (Coleman, 2000; Davison & Neale, 1989). "
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