This research examined the effectiveness of instructional humor on learner’s compliance-gaining in an online distance learning. This paper is supported by The Instructional Humor Processing Theory of Melissa B. Wanzer, Ann B. Fryer and Jeffrey Irwin. A survey was conducted at the three campuses of Cebu Technological University. The study utilized 132 respondents. The instrument was patterned from the instrument by Bieg, S., Grassinger R., & Diesel, M. (2017) and Punyanunt, N. (2000). Chi- Square Test was used in determining the significant relationship between the type of humor and the teacher’s bases of power. The survey found that course-related humor was "sometimes" utilized in the classroom by teachers, with a mean of 3.122. Course-unrelated humor, self-disparaging humor and aggressive humor were “seldom” used in the class. Teachers, on the other hand, "sometimes" used all of the teacher's instructional power, including coercive power, reward power, legitimate power, referent power, and expert power. Furthermore, the results revealed that there was no significant relationship between the type of humor and the teacher's instructional power, as indicated by the p value of 0.166. It implies that the type of humor used by teachers is irrelevant to the type of instructional power they impose.
Development Education, Instructional Humor, Virtual Learning, Descriptive Method, Carmen, Cebu, Philippines
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