ABSTRACT Research literature relating to the use of humor as a teaching method or curricula specifically designed to include humor was reviewed to investigate the effects of humor on student learning in various environments from elementary schools to post-secondary classrooms. In this multi-method study, four instruments and a humor treatment were selected to test the hypothesis that students who receive humor-embedded instruction would perform better on assessments than students who did not receive humor instruction.
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- Partial requirement for: Ed. D., Arizona State University, 2011Note typethesis
- Includes bibliographical references (p. 118-121)Note typebibliography
- Field of study: Educational administration and supervision