Mi̇zahin İlköğreti̇mde Kullanimi Üzeri̇ne Bi̇r Araştirma: Türki̇ye Örneği̇

Abstract

Humour refers to an essential structure of human existence, more specifically to the fact that man is a tragi-comic being (Geybels & Herck, 2011). A great deal of research has documented that it is an effective tool in teaching and learning process at various levels of education. This study was motivated to probe classroom teachers' views on the use of humour in primary education and whether they differ in this concern with respect to gender and length of professional experience. Based on the research objective, the screening model was used in this particular research which was grounded on the quantitative research approach. The participants of the study were 221 classroom teachers who were working at state primary school in the province of Kahramanmaraş and who were selected through the purposive sampling method. Their views on the use of humour in primary education were collected through a scale comprising 22 Likert-type items and an open ended question developed by the researchers and statistically analysed. The research findings revealed that only 2 out of 221 participant teachers held negative views on the use of humour in primary education while 77% and 22% held positive views and conditionally positive views on this concern, respectively. The findings also indicated that humour makes contributions to teaching and learning process such as improving classroom atmosphere, inspiring self-confidence in students, helping students develop positive attitudes toward courses/ school, functioning as an instructional tool, and facilitating communication between teacher and students and among students. The study concludes with practical implications based on these findings and the existing literature, and offers a few suggestions for future research.

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“…It was concluded that students experienced positive emotions more than negative emotions, but the frequency of experiencing negative emotions was close to positive emotions. The positive emotions experienced by the students have critical importance in their academic achievements (Chernyshenko, Kankaraš, & Drasgow, 2018;Er, 2006), their learning, motivation, performance, identity development and health (Schutz & Pekrun, 2007;Ağçam & Ünsal, 2019). In addition, emotions have a critical place in decisions, remembering important events (Atman Ece, 2011), communication and interaction (Oğuz & Özkul, 2016), problem-solving, directing vital events and attitudes (Barett, Gross, Christensen, & Benvenuto, 2001), creative and flexible in thinking, raising the attention level of individuals, socializing (Denham, 1998;Grawitch, Munz, & Kramer 2003;Hirt, Devers, & Mc Crea 2008;Rowe, Hirsh, & Anderson 2007), general interest in school (Ünsal, 2017), peer relationships (Koizumi, 1995).…”