Abstract

• The objective of this research is to study the instruction humor of Myanmar Teachers and the impact of instruction humor on students’ perceived learning. Quantitative and qualitative methods were employed in this study. A total of twenty teachers and 878 students from two states and two regions were selected as subjects, using the purposive random sampling. The required data for quantitative study were collected by using instruction humor student questionnaire. Interview, documentation, and observation checklists were used for qualitative study. Descriptive statistics, independent sample t Test, one-way ANOVA, Pearson product moment correlation, and multiple regression analysis were used to analyze the data in the study. The results showed that the use of instruction humor of teachers was significantly different by gender and positions. The results showed that there was positively significant correlation between the students’ perceived learning and the use of related instruction humor. There was significantly negative relationship between unrelated humor factor and students’ perceived learning. According to regression analyses, 7.5% of the variance in students’ perceived learning was explained by related instruction humor and unrelated instruction humor in teaching. The information obtained from quantitative study supported that there were practical pros and cons for the application of instruction humor in teaching.