Teacher-Student Perception of Humour, Playfulness and Creativity on Student Learning Outcome in Ibadan, Nigeria

Abstract

Use of humour, playfulness and creative learning seem to be unpopular in the Nigerian educational system. This study documents the perceptions of teachers and students of secondary schools in Ibadan, Nigeria on the role of humour, playfulness and creativity/creative learning in the classroom. Focus group discussions were conducted with 48 teachers and 50 students. Participants were asked their knowledge of and attitude towards the variables. Constant comparison analysis or method of constant comparison revealed that the teachers have a good knowledge of the roles of the variables in the classroom. However, factors like pressure to complete the syllabus, competition among schools in external examinations and the like, promotion of one right answer to every problem and fear of losing respect before students inhibit the use of these variables in the classroom by teachers. The students believe that the variables bring quarrel and distractions among students even though they help academic achievement. The outcomes suggest a strong dominance of cultural influence which effectively affects acceptance in practice of the benefits of the variables in the teaching-learning process. Policy makers and government must, therefore, train teachers in the deliberate utilization of playfulness, humour and creativity/creative learning in the teaching-learning process.