









































TEACHING STRATEGIES BASED ON GENERATIONAL  TEACHER COHORTS


 

  

Global Journal of Education and Allied Research (GJEAR) 
Volume.1, Number 1; March-2023; 

Published By: Zendo Academic Publishing 

https://zapjournals.com/Journals/index.php/gjear 

 14131 Alder St NW, Andover, Minnesota, USA 

zapjournal@gmail.com, editorial@zapjournals.coom  

 
 

Global Journal of Education and Allied Research (GJEAR) 
pg. 33 

GENERATIONAL COHORTS AND TEACHING STRATEGIES USED IN 

SECONDARY SCHOOLS IN THE DOMINICAN REPUBLIC 

 

 

Jessica Ramírez, Ginia Montes de Oca and Carmen Caraballo 
Dominican Institute for Educational Quality Evaluation and Research, IDEICE, Santo 

Domingo, Dominican Republic 

Abstract: This study explores the teaching strategies used by secondary school teachers in the Dominican 

Republic, and how these strategies differ among four generational cohorts: baby boomers, generation X, 

millennials, and iGeneration. The study analyzed the teaching strategies used in various dimensions such as 

class planning, introduction, development and practice, closure, and evaluation of learning. Data was 

collected through a survey instrument that measures the frequency at which teachers in various dimensions 

apply these strategies. The study also examined how gender, location, and types of schools influence the use 

of teaching strategies.Results indicated no significant differences among the generations, however, baby 

boomers were found to use more traditional teaching strategies such as questionnaires and debates. Female 

teachers outperformed their male counterparts in each cohort. Furthermore, there was a difference in how 

public and private sector teachers use teaching strategies, with the exception of the closing and evaluation 

dimension. Interestingly, the study found that iGeneration teachers used traditional teaching tools and 

strategies similar to baby boomers. The most used platform among teachers was Google Classroom, but 

baby boomers preferred Zoom.This study highlights the importance of understanding generational cohorts in 

relation to the teaching strategies used in secondary education. It is crucial to analyze these strategies in 

order to assess their impact on student learning and academic achievement. By identifying the strengths and 

weaknesses of each strategy, teachers can more effectively plan their lessons and tailor their teaching 

methods to meet the diverse learning needs of their students. 

Keywords: Generational cohorts, teaching strategies, secondary education, classroom technology, teaching 

and learning process. 

 

1. INTRODUCTION 

Teaching strategies is an essential component of the teaching learning process. Teaching strategies are tools, 
resources used by teacher for facilitate the learning process. This learning process can be active or passive. 
According to Orlich et al. [1], “Active learning encompasses a wide range of teaching strategies, all of 
which engage the learner in the actual instruction that takes place. Seat-work is passive. Students working on 
problems in small groups is active” (p.40).  
Teaching strategies have a general application it can be applied in all subject and for all level. The use of 
those strategies depend on many factors like the investment in tools and resources, etc. We apply 
generational cohort theory on teachers to describe the teaching strategies used in secondary schools.  



 

  

Global Journal of Education and Allied Research (GJEAR) 
Volume.1, Number 1; March-2023; 

Published By: Zendo Academic Publishing 

https://zapjournals.com/Journals/index.php/gjear 

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Global Journal of Education and Allied Research (GJEAR) 
pg. 34 

The work most closely related to this paper is Romanes & Veniegas [2] which “explores the differences in 
the 21st century teaching and skills practices among generational groups of teachers.” Another work is 
Bharati [3], which “examines teacher attitudes, teaching strategy lesson preparation, etc.”    
1.1. Generation Cohort Theory  

The concept of generational differences was developed by the Hungarian born sociologist, Karl Mannheim 
who published his treatise on the “Problem of Generations” in the 1920s [4]. The main idea is that each 
generation are influenced by historical, social events, and people born within the same generation share 
similar characteristics.  
DOI:10.5121/ijite.2022.11401 

There is not a general consensus regarding the cohort for each generation. In table 1 shows some basic 
characteristics of each generational cohorts.  

Table 1.  A comparison of generational cohorts (adapted from [2]) 

 Baby Boomers  Generation X  Generation Y 

(Millennials)  

Generation Z 

(iGeneration)  

Characteristics  Hardworking, loyal, 

confident, cynical, 

competitive  

Anti-authority, highly 

individualistic, self-

reliant, family focused  

Confident, digital 

thinkers, sense of 

entitlement, needy  

Realistic, creative, 

hyper-connected  

Why they are the way 

they are  

The wealthiest, 

healthiest, largest 

generation of their 

time. Raised to pursue 

their dreams  

Children of workaholics 

and divorce; the arrival 

of cable television and 

computers. Raised to be 

self sufficient  

Micro-managed by their 

parents, technology, 

always rewarded for 

participating. Raised to be 

high achievers  

Raised in a culture of 

fear, mobile 

technology, helicopter 

parents, social media  

Communication  

styles  

Prefer communication 

personal or via phone  

Prefer concise 

communication and 

email  

Prefer frequent feedback 

and problem solving via 

technology  

Prefer virtual 

communication instead 

of inperson meetings  

Problems they are 

facing now  

Retirement, rising 

health care  

Debt, caring for children 

and aging parents  

Debt, unemployment  Lack of job 

opportunities  

Flaws  No always  open to 

new ideas  

Have difficulty 

committing  

Short attention spans  Over-confident in their 
knowledge, lack of  

interpersonal skills  

1.2. Education in the Dominican Republic  

The origins of the Dominican Republic education system can be traced back to the American Discovery. 
Spaniards requires, the native inhabitants of the island to get basic and rudimentary knowledge to facilitate 
the Evangelization of America process [5].  
However, the Formal or school education on the island of Santo Domingo began in 1502. By then the basic 
curriculum included classes like reading, writing, calculation and Christian doctrine. Already in the period 
between 1822 and 1844 there were few elementary schools and almost zero coverage of secondary 
education.  
On May 12, 1845, the Organic Law of Public Instruction was promulgated, with which the first public 
schools called first-letter schools were created. This law provides for the construction of a school in each 
common or town and two, in each head of province with primary and higher levels. The public education 
law of 1867 meant the consolidation of the educational system, organized the Dominican educational system 

https://doi.org/10.5121/ijite.2022.11401


 

  

Global Journal of Education and Allied Research (GJEAR) 
Volume.1, Number 1; March-2023; 

Published By: Zendo Academic Publishing 

https://zapjournals.com/Journals/index.php/gjear 

 14131 Alder St NW, Andover, Minnesota, USA 

zapjournal@gmail.com, editorial@zapjournals.coom  

 
 

Global Journal of Education and Allied Research (GJEAR) 
pg. 35 

for the first time, creating the Superior Board of Studies and established the obligation of the State to 
promote public education, the sciences and the arts and free primary education.  
Nowadays, in the Dominican Republic children are enrolled into preschool from the age of 3 to 6 years The 
primary schools last for 6 years, then they enrolled into secondary school for 6 years [7].  
1.3. Secondary Education   

It is the period after the primary level. It last for 6 years divided in two cycles. Each cycle lasts 3 years. It 
offers general training and options to respond to the aptitudes, interests, vocations and needs of the students, 
to insert themselves efficiently in the world of work and further studies. It includes the ages of 12 and 18 
years. It is made up of two cycles. The first cycle lasts three (3) years and is common to the different 
modalities. The second cycle of this level has a duration of three (3) years and is developed in the 
modalities: Academic, Professional Technical and Arts [7].   
The main goal of this study is to describe the teaching strategies use in secondary education based on the 
generational teacher cohort. This paper also examines whether gender, location and types of schools got 
some impact in the results.  
According to New Strategist Press [7], “Differences among generations are too often buried in statistics that 
look only at the population as a whole.”  We want to examine if there are any differences in choosing a 
teaching strategy for instance, between a Baby boomer teacher and aiGeneration teacher.  
In this study we use the generational cohorts as described in [5], Baby boomer born 1946 -1964, Generation 
X born 1965-1976, Millennials born 1977-1994 and iGeneration born 1995-2009. The rest of the paper is 
organized as follow. Section 2, explains the methodology. In section 3, we present the results and the final 
conclusions are presented in Section 4.  

2. METHODOLOGY 

The research is descriptive and a mixed approach that will measure the strategies used in secondary schools 
and the frequency with which they are used in the classroom.  

2.1. Population and Sample  

According to EDUCA [8], in the Dominican Republic educational schools are grouped into 18 educational 
regions and 122 school districts. 248 schools distributed in the 18 educational regions of the nation were 
probabilistically selected. A stratified random sampling was used, choosing two teachers per school.   
2.2. Data Collection Instrument  

To achieve the objectives set, the questionnaire was selected as a measurement instrument, in which Likert 
scales and dichotomous questions with open answers predominate so that participants can deepen about the 
strategies used in the teaching-learning process.  
The ethical guidelines of the research were followed, the participants gave their consent and participated 
freely and voluntarily. It should be noted that for this reason in some schools only one teacher participated.   
Table 2. Survey Dimensions 

Dimensions  Details  

 

Class planning  

• Class Goals  

• Topic Relevance  

• Daily Tasks  

Class introduction  • Prior knowledge assessment  

• Class summary  

• Justification and important of the class  



 

  

Global Journal of Education and Allied Research (GJEAR) 
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Global Journal of Education and Allied Research (GJEAR) 
pg. 36 

 

 

 

Class development and practice  

• Teams organizations  

• Presentations, debates, mind maps  

• Blackboard  

• Glossary  

• Motivation  

• Questionnaire and comprehensive reading  

• Analogies  

• Summary of the topic  

• Problem solving Learning approach  

• Synchrony between topic and students capacities  

 

 

 

Closing and knowledge 

evaluation   

• Socratic Method  

• Complementary activities  

• Oral and written evaluation  

• Supervision of the daily tasks  

• Feedback  

• Decision making based on the evaluation results  

• Final questions  

• Clarification of doubts  

Technology  Planning learning experiences and the use of 

information technologies (ICT)  

To measure the strategies used by the teachers, they were segmented into dimensions such as: lesson 
planning, class introduction, class development and practice, closure and evaluation of learning and use of 
technology (Table 2).    

3. RESULTS 

We present results for each generational teacher cohort such as “Baby boomers, Baby boom or BB”, 
“Generation X or GX”, “Millennials or M” and” iGeneration or iG”. We also present results based on 
gender, school location, etc.  

3.1. Sample Feature  

The sample mean is 40.38 years, with a standard deviation of 10.38 with an asymmetry coefficient of 0.20. 
with a minimum age of 21 years and a maximum age of 75 years. Table 2 shows the summary of descriptive 
statistics of the sample based on the age variable of the complete sample in column 2 and segmented in 
columns 3 and 4 based on the gender variable and in columns 5 and 6 based on public and private school.   

Table 3. Sample  
        Sex       School  

Age   Female  Male  Public   Private  

Mean  40.38  41.21  38.57  40.60  40.12  

Error   0.47  0.570  0.82  0.57  0.77  

Median  40  42  39  41  40  

Mode  43  52  43  45  40  

Standard Deviation  10.38  10.35  10.30  9.30  11.56  

Variance   107.89  107.06  106.04  86.55  133.52  

Range  Th54  47  53  45  54  

Mín.  21  21  22  22  21  

Max.  75  68  75  67  75  



 

  

Global Journal of Education and Allied Research (GJEAR) 
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Global Journal of Education and Allied Research (GJEAR) 
pg. 37 

Total  489  329  157  265  224  

Figure 1 shows the distribution of the sample based on the generational teacher cohorts. Millennials got the 
56% of the sample in contrast with Baby boomer, with just the 5% of the sample.   

 
Figure 1. Sample distribution by age generation  

The basic descriptive statistics in details for each generational cohort are shown in table 4.  

Table 4.  Sample 

  Generational cohorts   

Age  Baby 

boomers  

Generation 

X  

Millennials  iGeneration 

Mean  61.65  51.11  37.60  25.02  

Median  60  51  38  25  

Mode  58  52  43  26  

Standard 

Deviation  

4.36  3.32  5.30  1.60  

Variance  19.05  11.04  28.06  2.58  

Total  24  124  273  224  

Figure 2 ilustratesthe gender proportion of the sample. For all generations female outperformed male.   

 



 

  

Global Journal of Education and Allied Research (GJEAR) 
Volume.1, Number 1; March-2023; 

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Global Journal of Education and Allied Research (GJEAR) 
pg. 38 

Figure 2. Sex distribution by generation  

Figure 3, show the proportion of the gender in both public and private school. Most of the Baby boomers   
and iGeneration teachers work on private schools, 74% and 67% respectively.  

 
Figure 3. School distribution by generation  

There is not a Baby boomer teacher working in a rural school (figure 4), and urban schools have more 
teachers than rural school, this is because in our sample most of teachers works in the city.   

 
Figure 4. School location by generation  

Most of the teacher got a university degree the 85% of the iGeneration got a bachelor degree and the 37% of 
the Generation X have postgraduate education. (figure 5).  



 

  

Global Journal of Education and Allied Research (GJEAR) 
Volume.1, Number 1; March-2023; 

Published By: Zendo Academic Publishing 

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Global Journal of Education and Allied Research (GJEAR) 
pg. 39 

 
Figure 5. Education  

3.2. Pedagogical Strategies  

The results of the teaching strategies are presented according to their dimensions and the aspects related to 
each dimension (see table 2). 
3.2.1. Class Planning  

Table 5 presents the results for the dimension Class planning the 89% of the Baby boomers that works in the 
public schools always plan the class, and just 69% of the iGeneration teacher always prepare the class.   
Table 5. Class Planning  

 GEN  Female  Male  Public  Private  Urban  Rural  General  

 

 

Always  

 

BB  83%  71%  89%  76%  80%  0%  80%  

GX  82%  78%  82%  79%  81%  80%  81%  

M  82%  79%  82%  78%  80%  81%  81%  

iG 68%  70%  70%  69%  69%  71%  69%  

Frequently  BB  13%  24%  11%  18%  16%  0%  16%  

GX  17%  21%  17%  19%  18%  20%  18%  

M  17%  20%  16%  20%  18%  16%  18%  

iG 26%  29%  25%  29%  28%  27%  28%  

  

Sometimes  

 

 

BB  2%  5%  0%  4%  3%  0%  3%  

GX  1%  1%  0%  2%  1%  0%  1%  

M  1%  1%  1%  2%  1%  1%  1%  

iG 4%  1%  6%  1%  3%  2%  3%  

Never  

 

BB  0%  0%  0%  0%  0%  0%  0%  

GX  0%  0%  0%  0%  0%  0%  0%  

M  0%  0%  0%  0%  0%  0%  0%  

iG 0%  0%  0%  0%  0%  0%  0%  



 

  

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Global Journal of Education and Allied Research (GJEAR) 
pg. 40 

Legend: GEN: generation, BB: baby boomers, GX: generation X, M: millennials and iG: iGeneration.  

3.2.2. Class Introduction  

For the class introduction, the 85% of Millennials working in a rural school always introduce the class (table 
7).   
Table 6. Class introduction  

 GEN  Female  Male  Public  Private  Urban  Rural  General  

 

 

Always  

 

BB  77%  76%  78%  76%  77%  0%  77%  

GX  77%  74%  79%  72%  76%  80%  76%  

M  82%  77%  82%  79%  79%  85%  80%  

iG 75%  80%  83%  75%  77%  80%  77%  

Frequently  BB  23%  19%  22%  22%  22%  0%  22%  

GX  21%  18%  18%  23%  20%  17%  20%  

M  17%  21%  17%  19%  19%  14%  18%  

iG 21%  17%  13%  22%  21%  13%  19%  

  

Sometimes  

 

 

BB  0%  5%  0%  2%  1%  0%  1%  

GX  3%  8%  3%  5%  4%  3%  4%  

M  1%  2%  1%  2%  2%  1%  1%  

iG 4%  3%  4%  3%  2%  7%  3%  

Never  

 

BB  0%  0%  0%  0%  0%  0%  0%  

GX  0%  0%  0%  0%  0%  0%  0%  

M  0%  0%  0%  0%  0%  0%  0%  

iG 0%  0%  0%  0%  0%  0%  0%  

3.2.3. Class development and practice  

In contrast with the results presented both in table 5 and 6, the mean of the dimension class development and 
practice the attribute always is less than the 50% for all generations as shown in table 7. For the closing and 
knowledge evaluation dimension (table 8), the 79% of the iGeneration teachers working in rural schools 
always evaluate the knowledge of the students. The iGeneration teachers use always the technology (table 9) 
in the classroom (73%), however, no as we expected and no very distant from the Millennials.  
Table 7. Class development and practice  

 GEN  Female  Male  Public  Private  Urban  Rural  General  

 

 

Always  

 

BB  44%  40%  46%  41%  43%  0%  43%  

GX  43%  43%  41%  47%  44%  36%  43%  

M  47%  43%  46%  46%  46%  46%  46%  

iG 43%  48%  48%  44%  45%  48%  45%  

Frequently  BB  37%  37%  33%  38%  37%  0%  37%  

GX  37%  35%  39%  34%  36%  41%  37%  

M  35%  35%  34%  36%  35%  34%  35%  



 

  

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Global Journal of Education and Allied Research (GJEAR) 
pg. 41 

iG 31%  30%  33%  29%  30%  31%  31%  

 

Sometimes  

 

 

BB  19%  21%  18%  21%  20%  0%  20%  

GX  18%  18%  18%  17%  18%  19%  18%  

M  15%  20%  17%  16%  17%  16%  17%  

iG 21%  18%  15%  22%  20%  18%  19%  

Never  

 

BB  0%  2%  2%  0%  1%  0%  1%  

GX  1%  1%  1%  1%  1%  2%  1%  

M  1%  2%  1%  1%  1%  1%  1%  

iG 4%  4%  3%  4%  4%  2%  4%  

3.2.4. Closing and Knowledge Evaluation   

Table 8. Closing and knowledge evaluation  

 GEN  Female  Male  Public  Private  Urban  Rural  General  

 BB  65%  66%  76%  64%  67%  0%  67%  

 GX  64%  64%  65%  67%  66%  67%  66%  

Always  M  69%  66%  68%  72%  70%  69%  69%  

 iG 75%  75%  78%  75%  75%  79%  76%  

 BB  28%  29%  20%  30%  27%  0%  27%  

Frequently  GX  27%  28%  25%  26%  26%  25%  26%  

 M  22%  25%  22%  23%  23%  19%  22%  

 iG 18%  21%  15%  20%  20%  14%  19%  

 BB  7%  5%  5%  6%  6%  0%  6%  

Sometimes  GX  8%  6%  8%  6%  7%  6%  7%  

 M  6%  6%  7%  5%  6%  6%  6%  

 iG 3%  3%  4%  3%  3%  4%  3%  

 BB  0%  0%  0%  0%  0%  0%  0%  

 GX  1%  0%  1%  0%  0%  1%  1%  

Never  M  1%  2%  2%  0%  1%  3%  1%  

 iG 2%  1%  3%  1%  1%  2%  2%  

3.2.5. Technology  

Table 9. Technology  

 GEN  Female  Male  Public  Private  Urban  Rural  General  

Always  

BB  50%  21%  33%  44%  41%  0%  41%  

GX  47%  48%  43%  54%  48%  40%  48%  

M  55%  62%  59%  54%  61%  45%  57%  

iG 61%  56%  65%  55%  55%  73%  59%  



 

  

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Global Journal of Education and Allied Research (GJEAR) 
pg. 42 

Frequently  BB  44%  50%  50%  44%  46%  0%  46%  

GX  38%  23%  41%  26%  34%  40%  35%  

M  33%  27%  29%  34%  30%  35%  31%  

iG 22%  32%  20%  30%  31%  13%  27%  

 

Sometimes  

BB  6%  21%  8%  12%  11%  0%  11%  

GX  14%  25%  14%  18%  15%  20%  16%  

M  12%  9%  11%  12%  9%  17%  11%  

iG 14%  11%  11%  14%  13%  13%  13%  

 

Never  

BB  0%  7%  8%  0%  2%  0%  2%  

GX  1%  2%  1%  1%  1%  0%  1%  

M  0%  2%  1%  0%  0%  2%  1%  

iG 3%  0%  4%  0%  2%  0%  1%  

3.3. Resources Available in the Classroom  

We evaluate the resources and tools used in the classroom, the origin of the resource, as well as the 
frequency of use of the resource or tool. Then we present the general results, expressed in percentages for 
each generational teacher cohort.  

 
Figure 6. Resources available in the classroom  

Figures 6 shows the resources available for each generation group. The 75% of the Baby boomers uses a 
laptop, the 83% got internet and 92%  use the blackboard.  The 71% of the Generation X uses a laptop(a), 
the 62% have access to internet and 88% use the blackboard. The 80% of the Millennials uses a laptop, the 
74% have access to internet and 93% use the blackboard. The 76% of the iGeneration uses a laptop, the 79% 
have access to internet and 96% use the blackboard  
3.4. Platforms  

Online platforms and tools use for virtual classes. Those platforms and tools are: Zoom, Skype, Google 
meet, Teams, Google classroom, Moodle, Blackboard and Edmodo. The 57% of the male baby boomers use 



 

  

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Zoom as their primary tool for online class. Skype is not widely use. The 70% of the Generation X teacher 
who works in a rural use Google Meet.  
 
Table 10. Platforms 

 GEN  Female  Male  Public  Private  Urban  Rural  General  

 BB  50%  57%  33%  59%  52%  0%  52%  

Zoom  GX  52%  50%  50%  53%  53%  30%  51%  

 M  48%  42%  49%  42%  47%  43%  46%  

 iG 50%  45%  30%  57%  52%  33%  48%  

Skype  BB  6%  29%  17%  12%  13%  0%  13%  

GX  0%  0%  0%  0%  0%  0%  0%  

M  2%  1%  2%  1%  2%  2%  2%  

iG 0%  6%  0%  4%  4%  0%  3%  

 BB  56%  29%  50%  47%  48%  0%  48%  

 GX  47%  50%  61%  32%  47%  70%  48%  

Google Meet  M  45%  49%  54%  36%  45%  54%  47%  

 iG 29%  35%  43%  26%  28%  47%  32%  

Teams  

BB  38%  14%  17%  35%  30%  0%  30%  

GX  9%  21%  10%  13%  12%  0%  11%  

M  16%  19%  16%  18%  17%  16%  17%  

iG 16%  13%  13%  15%  15%  13%  14%  

 BB  50%  14%  33%  41%  39%  0%  39%  

Google   GX  48%  63%  59%  43%  51%  60%  52%  

Classroom   M  56%  56%  58%  52%  59%  46%  55%  

 iG 47%  52%  48%  50%  50%  47%  49%  

Moodle  BB  13%  0%  17%  6%  9%  0%  9%  

GX  8%  13%  3%  17%  10%  0%  9%  

M  15%  17%  15%  17%  19%  5%  15%  

iG 8%  13%  4%  13%  13%  0%  10%  

 BB  0%  14%  0%  6%  4%  0%  4%  

 GX  7%  13%  6%  11%  8%  10%  8%  

Blackboard  M  4%  5%  3%  7%  5%  3%  4%  

 iG 8%  3%  4%  7%  6%  7%  6%  

Edmodo  

 

BB  13%  0%  17%  6%  9%  0%  9%  

GX  4%  4%  4%  4%  4%  0%  4%  

M  6%  4%  6%  4%  5%  6%  5%  

iG 5%  10%  4%  9%  7%  7%  7%  



 

  

Global Journal of Education and Allied Research (GJEAR) 
Volume.1, Number 1; March-2023; 

Published By: Zendo Academic Publishing 

https://zapjournals.com/Journals/index.php/gjear 

 14131 Alder St NW, Andover, Minnesota, USA 

zapjournal@gmail.com, editorial@zapjournals.coom  

 
 

Global Journal of Education and Allied Research (GJEAR) 
pg. 44 

4. CONCLUSIONS 

Teaching strategies contribute to the development of students' skills. This study was carried out to analyze 
the use of teaching strategies by teachers at the Secondary level based on the generational teacher cohorts.  
Based on the study carried out, it can be concluded that:  
 Secondary school teachers in the Dominican Republic use different strategies when teaching, the most used 
always being those belonging to the dimensions of class planning and class introduction. A possible 
explanation for this would be that both dimensions have only three aspects to deal with compared to the 
other dimensions which have more than 8 dimensions.  
It should be noted that the dimension related to the use of technology is an exception to what was expressed 
in the previous paragraph, since it only has two aspects. but it could be explained by the fact that some 
teachers do not have a laptop in the classroom or internet access available. It is clear that this would affect 
the number of teachers using technology as a strategy.  
Teachers who work in the public sector use more strategies than teachers who work in the private sector, 
with the exception of the closing dimension and evaluation of learning.  
An unexpected finding was that the iGeneration teachers uses traditional tools and strategies as the baby 
boomers. platform most used by teachers is Google Classroom, excepting the Baby boomers that prefers 
Zoom.   
Teachers in schools located in rural areas have access to platforms and tools for online teaching at almost the 
same level as those located in urban areas. The COVID-19 pandemic speed up the investment in technology 
in all types of school, public, private in urban and rural area.  
In general, teachers employ strategies and use tools to facilitate student learning. We did not find out 
significant differences amongst the generational teacher cohorts.   
In the future, we would like to extend the study to include student perception data to evaluate how effective 
are those teaching strategies.   

REFERENCES 

Orlich, D., Harder, R, Trevisan,M.&  A. Brown (2017). Teaching Strategies. Cengage Learning.  

Romanes, M. & Veniegas, S. (March, 2018). Differences among Generational Groups of Teachers in a 

Public School District in Their Practice of 21st Century Teaching-Learning Skills. The Asian 

Conference on Education & International Development 2018.    

Bharati, S. (2014). Teaching strategies used by secondary teachers in teaching English as a second language 

in rural Odisha. International Journal of Science and Research (IJSR). 3(6), 542-543  

McKercher, B., Lai, B., Yang, L., & Wang, Y. (2020). Travel by Chinese: a generational cohort perspective. 

Asia Pacific Journal of Tourism Research, 25(4), 341–354. 

https://ezproxy.unibe.edu.do:2085/10.1080/10941665.2019.1709877  [5] Ministerio de Educación 

(2019), Memoria institucional 2019. 

https://siie.minerd.gob.do/storage/app/uploads/public/5f1/4f1/77c/5f14f177c2ced973744833.pdf [6]

 Morrison R. (1993). Historia de la educacióndominicana. CENAPEC.  

New Strategist Press. (2018). American Generations: Who They Are & How They Live: Vol. 9th edition. 

New Strategist Press, LLC.  



 

  

Global Journal of Education and Allied Research (GJEAR) 
Volume.1, Number 1; March-2023; 

Published By: Zendo Academic Publishing 

https://zapjournals.com/Journals/index.php/gjear 

 14131 Alder St NW, Andover, Minnesota, USA 

zapjournal@gmail.com, editorial@zapjournals.coom  

 
 

Global Journal of Education and Allied Research (GJEAR) 
pg. 45 

EDUCA (julio 2022). Sistema educativodominicanoennúmeros. Info Educativas. 1(1), p.4.   


