Learning preferences of Generation Z students in Universities in the Northern Macroregion of Peru, 2023
DOI:
https://doi.org/10.62059/LatArXiv.preprints.353Keywords:
Learning method, Higher education, Educational material, University studentAbstract
Objective: To identify the learning preferences of Generation Z students in universities in the Northern Macroregion of Peru in 2022. Methodology: A non-experimental, cross-sectional-descriptive research design was used. The sample consisted of 463 Generation Z students enrolled in economic and administrative sciences faculties of three universities. A questionnaire adapted from Nicholas (2020) and contextualized was applied, which included 12 indicators of learning methods and 7 of resources for classroom learning, with Likert-scale responses. Descriptive and inferential statistical analyses were performed, including ANOVA and Tukey's Post Hoc tests. Results: The findings indicate statistically significant differences in preferences for learning methods and support resources, with a marked preference for certain methods and resources over others. The methods most highly rated as having the highest means were 'in-class problem-solving exercises' (80.26) and 'combination of academic activities' (81.54), while the most preferred learning resources included 'reading material before class' (73.16) and 'lecture sessions with slides' (73.88). Conclusions: Generation Z students show a clear preference for active, interactive, collaborative, collaborative, and technology-based learning methods, as well as learning resources that are visual, multimedia, and participatory.
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