Teacher Humor Style and Attention Span of Grade 7 Students

Abstract

This study delved into the relationship between Teacher Humor Style and the Attention Span of Grade 7 Students. Utilizing a descriptive-correlation research design, the researcher conducted a comprehensive exploration, employing surveys to gather perceptions from students and statistical analyses to unravel the interplay between humor and attention. The findings reveal a moderately extensive use of humor across various indicators, fostering an engaging and enjoyable learning environment. The students demonstrated an extensive duration of focus and active participation, complemented by swift attention recapture abilities. Contextually relevant humor, including puns and subject-related jokes, emerged as a key component of this positive classroom atmosphere. The study also employed a Multiple Linear Regression Model, showcasing the significant influence of various humor indicators on attention span. Recommendations extend to the Department of Education, encouraging the integration of humor-focused professional development for educators. School heads are urged to foster a positive school culture supportive of diverse humor strategies. Teachers are recommended to adopt a reflective approach, continually adjusting their humor strategies based on student responses. For students, an awareness of the positive impact of humor on learning experiences is highlighted. Future researchers are encouraged to delve deeper into cultural nuances and conduct longitudinal studies to observe sustained impacts.