The case for mixed methodologies in researching the teacher’s use of humour in adult education

Abstract

Inconsistencies within the literature result in teachers not having sufficient guidance to develop their humour use in support of learning without risking their professionalism. This article argues for more comprehensive evidence to guide teachers’ use of humour, based on mixed methodological approaches. The case is also made for the Interpersonal Communication Competence Model (ICCM) to be used as a consistent theoretical framework when researching teachers’ use of humour. A methodological literature review design is deployed to explore the conceptualisation, methodologies and situational factors within the selected research. The selected research is analysed in accordance with the ICCM’s five key concepts of motivation, knowledge, skills, outcomes and context. Comparisons are made against a depiction of humour based on the ICCM. The analysis reveals a diversity of conceptualisations of humour and different situational factors influencing teachers’ use of humour, and shows that findings conflict with ‘competent communication’. No research studies linked the various influencing factors together to provide all-embracing guidance for teachers. Studies based on mono-methodologies using qualitative or quantitative research designs only appear to provide the teacher with pieces of the jigsaw pertaining to humour use in teaching. Although mixed methodologies have their own design concerns, the author argues that they offer an opportunity to merge multiple situational factors to produce a more accurate representation of humour use within a teaching context. In conclusion, he proposes that future research utilises a mixed methodological approach along with the ICCM to capture supportive and contradictory perspectives of humour use.

Keywords:

• teaching
• mixed methodology
• humour

Acknowledgements

As a student undertaking a PhD in Educational Research at the University of Lancaster, I wish to acknowledge the supervision from Dr Paul Ashwin that has helped guide the assignment on which this manuscript is based.

Notes

1. The ICCM key concepts are placed in italics.