So, there are a few things that I think need to be made explicit -and so if these are already things you are aware of, please forgive me!

1) There's a difference between methodology and methods. Methods are the tools which you use, whereas methodology is the overall paradigm of your research. It looks like you are struggling with both methods and methodology.

2) Subjectivity and objectivity are core issues in your project. You have an objective feature -reading capacity (I suspect measured using a standard tool) and you have humour, a very subjective aspect which will be 'judged' differently by the teacher, learner(s) and you as the researcher. A "sense of humour" would be very hard treated in the way as reading capacity.

3) There isn't a 'right' method or methodology for any phenomena. Rather, there has to be a fit between how you see the world (how you think about humour, reading and what you think about 'facts' and 'truth' etc) and your methods.

You already suggest your methods in your document (survey data) and I would suggest writing out a short protocol of what you are actually going to do (like a recipe). I think this will help you figure out which teachers you are going to select, how are you going to judge their 'humour' skills etc.

Personally I would do this as a mixed-method study, with qualitative classroom observations -because what is going to be experienced as a joke to confident students is likely to be ridicule to poorer performing ones.

good luck!

Hi Shally Sibug

You already reviewed some related literature, so, you can use the methodology as they applied, I think the survey instrument suitable for the data collection method

Best regards

Dear Shally

Please find a useful template that I developed for a workshop for postgraduate students at my university, as well as the URL for a very useful free online textbook: https://scholarcommons.usf.edu/oa_textbooks/3/

Kind regards

Methodology is based on the Universe. based on the feasibility of the entire study, samples, location, primary and secondary source.

So, there are a few things that I think need to be made explicit -and so if these are already things you are aware of, please forgive me!

1) There's a difference between methodology and methods. Methods are the tools which you use, whereas methodology is the overall paradigm of your research. It looks like you are struggling with both methods and methodology.

2) Subjectivity and objectivity are core issues in your project. You have an objective feature -reading capacity (I suspect measured using a standard tool) and you have humour, a very subjective aspect which will be 'judged' differently by the teacher, learner(s) and you as the researcher. A "sense of humour" would be very hard treated in the way as reading capacity.

3) There isn't a 'right' method or methodology for any phenomena. Rather, there has to be a fit between how you see the world (how you think about humour, reading and what you think about 'facts' and 'truth' etc) and your methods.

You already suggest your methods in your document (survey data) and I would suggest writing out a short protocol of what you are actually going to do (like a recipe). I think this will help you figure out which teachers you are going to select, how are you going to judge their 'humour' skills etc.

Personally I would do this as a mixed-method study, with qualitative classroom observations -because what is going to be experienced as a joke to confident students is likely to be ridicule to poorer performing ones.

good luck!

The guidance/suggestions as per the following publications may further help:

• Banas, J. A., Dunbar, N., Rodriguez, D. and Liu, S.-J. (2011) A review of humor in educational settings: Four decades of research, Communication Education, 60, 1, pp. 115-144.
• Chabeli, M. (2008) Humor: A pedagogical tool to promote learning, Curationis, 31, 3, pp. 51-59.
• Ellis, T. J. and Levy, Y. (2009) Towards a guide for novice researchers on research methodology: Review and proposed methods, in Cohen, E.B. (ed.) Growing Information, Part I: Issues in Informing Science and Information Technology. Santa Rosa, California: Information Science Press, pp. 323-337.
• Fraenkel, J. R., Wallen, E. N. and Hyun, H. H. (2012) How to Design and Evaluation in Education. Eighth edn. New York: McGraw-Hill.
• Kumar, R. (2011) Research Methodology - a step-by-step for beginners. 3rd edn. California: SAGE Publications Ltd.
• Opoku, A., Ahmed, V. and Akotia, J. (2016) Choosing an appropriate research methodology and method, in Ahmed, V., Opoku, A. and Aziz, Z. (eds.) Research Methodology in the Built Environment: A Selection of Case Studies. London: Routledge, pp. 32-29.
• Sogunro, O. A. (2002) Selecting a quantitative or qualitative research methodology: An experience, Educational Research Quarterly, 26, 1, pp. 3-10.

Methodology will be customised according to your study. Read the similar topic to understand the methodology or disclose the details of your study for further suggestion.

Shally, the use and impact of humour on students' learning and comprehension is an interesting and worthwhile area of research activity. You may wish to frame the methodology around the personal experiences of the participating parties namely the students and teachers. If you are to do so, then using case study methodology will highlight not only the contextual variables in your study but it will also provide you with a potentially rich and thick descriptive accounts in the tradition of Geertz and his followers. Hope you find this useful. Interesting stuff...