Abstract:
The main objective of this study is to investigate the attitude to pedagogical integration of improvisational humor and degree of motivation towards learning development among 21st century learners. The descriptive correlational research design was utilized to see whether there is an association between the variables of interest presented. The findings revealed that there is a significant relationship between attitude to pedagogical integration of improvisational humor and degree of motivation towards learning development in terms of self-belief, learning focus and valuing. The correlation coefficient of the variables of interest indicates a moderate positive relationship greater than level of significance. The respondents had a very positive attitude to pedagogical integration of improvisational humor, and very high on the degree of motivation towards learning development hence, the utilization of humor generates encouraging teaching and learning atmosphere. Further, the use of positive and non-aggressive humor in classroom discussion has been correlated to a more exciting and unstrained teaching setting conducive for learning, higher level of assessment and increased perceived motivation towards learning is being manifested.
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