The effect of humor enriched science teaching on students' achievement motivation and critical thinking tendencies

The general purpose of this study is to determine the effect of using humor and cartoons in science education on the academic achievement, motivation and critical thinking tendencies of 4th grade primary school students. In the study, one of the quantitative research methods, quasi-experimental design with pretest-posttest control group was used. The study group of the research consisted of 64 fourth grade students studying in a public school with a medium socio-economic level environment in Malatya city center in the fall semester of the 2023-2024 academic year. "Academic Achievement Test", "Critical Thinking Dispositions Scale" and "Motivation Scale for Science Learning" were applied as pretest, posttest and retention test as data collection tools. In the study, the first experimental group in which humor-supported education was applied with the 5E teaching model, the second experimental group in which only the 5E teaching model was applied, and the control group in which the applications were made according to the current curriculum were formed. Before the application, "Academic Achievement Test", "Critical Thinking Tendencies Scale" and "Motivation Scale for Science Learning" were applied to the fourth grade classes in the primary school where the research would be conducted, and as a result of statistical analysis, it was seen that there was no significant difference between the groups, and the groups were determined by random assignment method. In all three groups, the lessons were conducted by the researcher for six weeks. In addition, a retention test was administered five weeks after the end of the implementation. Analysis of covariance (ANCOVA) was used to analyze the data obtained from the study. As a result of the statistical analysis, it was determined that humor-supported instruction caused a significant difference in students' academic achievement, while there was no significant difference in students' critical thinking tendencies and motivation towards science course. In addition, statistical analyses showed that humor-supported instruction had no effect on the retention of students' academic achievement. Keywords: Humor and cartoon, academic success, critical thinking, motivation, science.