|dc.description.abstract||The purpose of this present study was to investigate the effect of instructor humor on
college students’ levels of engagement and retention of material. A convenience sample of
junior- and senior-level students enrolled in four separate courses within the College of
Education were exposed to two different lectures – one humorous, one non-humorous. The
lectures covered material that was already imbedded within the course curriculum, and occurred
at points in the semester where this material would have occurred without this study. Data was
gathered using interest surveys, domain knowledge tests, and post-lecture feedback surveys.
There was a one-week time span that occurred between the pretests and posttests.
Results from paired t-tests indicated that the participants (1) did actually perceive the
presenter as humorous during the humorous presentations, (2) were more engaged in the
humorous presentations than the non-humorous ones, and that the specific topic did not play a
statistically significant role in the results.
Results from within-subjects ANOVA indicated that the humorous lectures did not have a
statistically significant effect on the posttest domain knowledge test scores. The rate of gain
from pretest to posttest scores was almost identical for the humorous and non-humorous