Mitigating deficiencies of generation Z through new educational methodologies in a business statistic course

Abstract

Nowadays, most of the students in first course at University are from the so-called Generation Z. Since a young age, these students have been used digital technology such as internet, mobile phones, tablets and laptops developing certain skills. But a large majority of these students have some deficiencies such as low knowledge of mathematics, scarce levels of motivation, concentration or logical reasoning and little patience (they want to understand everything quickly). These characteristics must be improved being a hard work to do by teachers. New educational methodologies are being adapted taking into account these digital skills and mitigating the deficiencies observed in some students. This paper presents an analysis of the impact of using new methodological techniques in a business statistics course. The work focuses on the problem of increase the student´s motivation through the use of new digital tools such as video-lessons, screencasts and flipped classroom combined with neuroeducation techniques. Our hypothesis is mitigating the deficiencies of students through increasing their motivation. A multiple linear regression model to a set of students is carried out. Empirical results show, in general, that females take advantage of this methodology implemented better than males. Moreover, students with “good” performance reach better outputs (higher final score and a deeper knowledge of the subject) if additional methodological tools are implemented in the traditional class. While, there is not improvement for “bad” students.

Grades for glory? The impact of grade appeasement on business school teacher evaluations

“…Consistent with previous literature, there is a clear positive link between student motivation and its academic performance (Ali et al, 2010;Huitt, 2001;Pinar-Pérez et al, 2021), understanding motivation as a state of mind that stimulates the activities and actions developed by the individuals (Ali et al, 2010). Increasing student motivation is not an easy task, however, its study has drawn the attention of a high number of scholars over time (Huitt, 2001;Morris et al, 2022;Ryan & Deci, 2020) with the aim of identifying the different factors that influence it.…”