Understanding the Z-generation learner for contemporary teaching in Nigerian universities

Abstract

Purpose

This study investigated preferred learning and teaching styles of the Z-generation learners using Nigerian universities as a case.

Design/methodology/approach

The visual, aural, read/write and kinesthetic (VARK) learning style model and the teaching method instrument were administered to 133 students' from private and public universities in Southeast Nigeria, and data collected were subjected to descriptive statistics and multivariate probit regression.

Findings

The students' preferred learning styles were auditory (90.2%), visual (83.5%), tactile (82.7%) and social interpersonal (73.7%). The findings indicate high preference for lecture with discussion among students while the least preferred teaching style was peer tutoring. Gender, programme of study, parents' marital status, students' socioeconomic and type of university showed different significant levels of interaction with learning style preference.

Practical implications

The results suggest that contemporary university teachers teach concepts using audio–visual media tools and lecture method combined with discussions to enhance students’ learning experiences.

Originality/value

Despite the numerous studies on learning and teaching styles preference among generations, the authors have not had until now any data examining the learning and teaching style preference of the Z-generation learner in the Nigerian context.

Citation

Nwajiuba, C.A. and Onyeneke, R.U. (2023), "Understanding the Z-generation learner for contemporary teaching in Nigerian universities", Journal of Applied Research in Higher Education, Vol. 15 No. 3, pp. 840-851. https://doi.org/10.1108/JARHE-05-2022-0148