Work

Analysis of Gen Z Marketing Student Preference for Different Instructional Methods

Year: 2025

Type: article

Abstract: Marketing student preference for six different instructional methods was determined using a choice-based conjoint analysis. Each instructional method was a significant determinant of students’ choice of a given class, but the six methods varied significantly in terms of their importance weights. Results of conjoint analysis indicate that the three most preferred drivers of student choice for a marketing class are: 1) it employs a flipped classroom, 2) its class sessions are interactive and hands-on, rather than lecture-based and 3) it has a moderate, rather than a heavy workload. Latent class cluster analysis was conducted, and four preference-based segments were identified. These segments highlight the different preferences of students and add more insight into the results. The discussion section addresses student preferences along with student learning of these different instructional methods. Overall, instructional methods with the highest preference also deliver the highest levels of student learning.

Source: Journal for Advancement of Marketing Education

DOI: 10.63963/001c.138824

Authors: Michael S. Garver, Richard Divine, Steven H. Dahlquist

Institutions: Central Michigan University, Grand Valley State University

Language: English

Topic: Management and Marketing Education

Subfield: Management of Technology and Innovation

Field: Business, Management and Accounting

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4416734305