The Use of Humour and Its’ Relation to Motivation in Teaching and Learning Mathematics

Abstract

The use of humour in teaching mathematics can reduce mathematics anxiety which leads students to feel tension, apprehension, and fear of situations involving mathematics. The aim of this research is to investigate the use of humour in teaching mathematics and its relations with motivation. This study employs a mixed method design which is quantitative in the form of survey (n = 344) and qualitative in the form of an interview (n = 6). The quantitative survey used was a questionnaire to measure students’ perceptions and preferences on the use of humour by their Mathematics teacher. In contrast, qualitative data were collected based on semi-structured interviews on the impact of humour in teaching mathematics towards motivation. The quantitative findings indicate that there is a gap between students’ preferences on the use of humour and teachers’ practice of humour in class. Moreover, the findings indicate that students reported a positive correlation between humour and motivation in classroom. Interestingly, qualitative findings illustrate that humour creates a positive classroom atmosphere and generates a positive experience and emotional engagement towards mathematics. In conclusion, this study provides insight for teachers to practice the use of humour in teaching mathematics. It is proven to be a very effective learning tool that can enhance students’ motivation.