William Deng Tap, Helicopter Mark Bulbul and Biar Simon Ajang

Abstract

This chapter reports the views of South Sudanese secondary school teachers about the use of humour in the mathematics classroom as a teaching and learning tool. The use of humour as a pedagogical toolkit in a mathematics classroom is something that has not yet been seriously or widely considered and how the teachers, especially South Sudanese teachers, would react to the use of humour in the classroom was not yet known. An opinion survey containing six (6) close-ended questionnaire items or statements related to the use of humour in the classroom was distributed to ten (10) secondary schools located within and around Juba city. About sixty-five (65) South Sudanese secondary school teachers responded to the survey. Posed was a research question intended to explore the general views, attitudes, or opinions of South Sudanese secondary school teachers: What do South Sudanese secondary school teachers think about the use of Humour-Supported Instructional Approach (H-SIA), a proposed-alternative method of teaching and learning mathematics at secondary school level? Findings of this opinions survey indicate that South Sudanese secondary school teachers’ overall average views are positive toward the use of humour in the classroom setting. The average majority of the surveyed secondary school teachers appeared keen and seemed eager to welcome experimentation with new ways of teaching and learning in the classroom. Hence, it is recommended that classroom teachers be always encouraged and allowed a certain degree of freedom to explore and try out new ways of teaching and learning. It is suggested, however, that teachers be first provided with necessary proper training about how to use humour appropriately, effectively, and creatively in the classroom environments.

Keywords: teachers’ views, classroom humour, mathematical humour,
pedagogical toolkit, teaching and learning mathematics

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