The present study tested the hypothesis that humor directly integrated with targeted material positively impacts memory retention and recall. The rationale underlying the hypothesis is based on findings of neurological studies and behavioral research on humor. Participants were 56 students in three online Freshman English classes at a local community college. Building on the information learned from previous empirical research and incorporating evidence revealed by neurological inquiries, this project provided each class of students with one of three different versions of declarative grammar material presented as an interactive pronoun instruction module: without humor, with non-integrated humor, or with integrated humor. Assessments included a pre-test to determine prior knowledge. Following review of the module, the recall of students’ memory of the targeted material was tested through an objective exam. After a longer period of time (five weeks), which included using the newly learned material in writing assignments unrelated to the study, students were tested again to evaluate their longer-term retention. The analysis of the scores was a two-way 2X3 analysis of variance (ANOVA).
A significant difference in improvement of memory with a 95 percent confidence level was shown for participants in the Integrated Humor condition as compared to those in either the No Humor or the Non-Integrated Humor conditions in both the Immediate Post-Test (0.00, 0.02) and the Delayed Post-Test (0.00, 0.00). Although the sample was small, the results support the hypothesis that humor integrated with learning material can beneficially impact memory and recall.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2010-08-8249 |
| Date | 2010 August 1900 |
| Creators | Fitzpatrick, Robbie Reese |
| Contributors | Pedersen, Susan |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | thesis, text |
| Format | application/pdf |
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