





































TEACHING STRATEGIES BASED ON GENERATIONAL  TEACHER COHORTS


 Global Journal of Education and Allied  

Research (GJEAR) 
Volume.14, Number 6; July-2023; 

ISSN: 2837-3707 | Impact Factor: 7.80 

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

Published By: Zendo Academic Publishing 

 

 

pg. 17 

NAVIGATING EDUCATION ERAS: GENERATIONAL COHORTS' APPROACH TO 

TEACHING STRATEGIES IN DOMINICAN REPUBLIC'S SECONDARY 

EDUCATION 
  

 
1María Isabel González Santos, 2Carlos Eduardo Ramirez Peralta 

 

Article Info  Abstract 

Keywords:  

Teaching Strategies, Active 

Learning, Generational Cohort 

Theory, Instructional 

Techniques, Secondary Schools 

 

 Effective teaching strategies play a pivotal role in the dynamic process 

of learning and education. These strategies serve as essential tools to 

facilitate the transmission of knowledge and skills from teachers to 

learners. The spectrum of teaching strategies spans from active to 

passive methodologies, where active approaches engage learners 

directly in instructional activities, fostering deeper comprehension. 

This study examines the application and impact of teaching strategies 

across various subjects and educational levels. Key determinants 

influencing the selection of these strategies include resource allocation, 

technological integration, and instructional design. 

Drawing inspiration from generational cohort theory, this research 

focuses on secondary school educators, investigating their employed 

teaching strategies. A comparative analysis is performed in relation to 

the generational groups of teachers, exploring shifts in instructional 

techniques and skills in the 21st century. This work extends the 

findings of Romanes & Veniegas and Bharati, delving into the 

variances among generational cohorts concerning attitudes, lesson 

preparation, and teaching approaches. The insights gained from this 

study contribute to the enhancement of teaching methodologies, 

catering to diverse learner preferences and the evolving educational 

landscape. 
 

 

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).  

                                                      
1 Dominican Institute for Educational Quality Evaluation and Research (IDEICE), Santo Domingo, Dominican Republic 

 

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


Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (6) 
 

pg. 18 

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.  
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.  

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


Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (6) 
 

pg. 19 

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 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 a iGeneration 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  

  



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (6) 
 

pg. 20 

Dimensions  Details  

  

Class planning  

• Class Goals  

• Topic Relevance  

• Daily Tasks  

Class introduction  • Prior knowledge assessment  

• Class summary  

• Justification and important of the class  

  

  

  

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.   
  



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (6) 
 

pg. 21 

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  

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 ilustrates the gender proportion of the sample. For all generations female outperformed male.   



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (6) 
 

pg. 22 

  
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  



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (6) 
 

pg. 23 

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).  

  
Figure 5. Education  

3.1 Pedagogical Strategies  

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

3.1.1. 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%  

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

3.1.2. Class Introduction  

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



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (6) 
 

pg. 24 

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%  

3.1.3. 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%  

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%  



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (6) 
 

pg. 25 

3.1.4. 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%  

3.1.5. 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%  

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%  

  

  



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pg. 26 

3.2. 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  

3.3. 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 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   

  



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   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%  

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 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 14 (6) 
 

pg. 28 

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. 
Plat form 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.    

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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 

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