HUMOR IN THE VIRTUAL CLASSROOM: EFFECTS ON STUDENTS AND THEIR ACADEMIC PERFORMANCE IN THE NEW NORMAL
The study determined the respondents’ perception about humor in the virtual classroom, its level of beneficiality and their academic performance. The study employed descriptive-co relational design with frequency, percentage, mean, standard deviation, and Pearson’s r as the statistical tools. The respondents were 124 Teacher Education students. The fully adapted questionnaire on the use of humor and the researcher-made questionnaire on beneficiality of humor were used. On using humor, 100% declared that “It is possible to learn and have fun at the same time and that they “Enjoy the class”. They perceived humor as “Extremely Beneficial.” The highest bulk of academic performance fell under Outstanding (46.77%) and followed by “Very Good” (39.52 %). A positive correlation between beneficiality of humor and academic performance existed. Therefore, it is imperative to integrate humor in the virtual classroom to hone future teachers to become emotionally intelligent and to be successful classroom leaders.
Beneficiality of Humor, Virtual Classroom, Academic Performance, Teacher Education Students