Date of Completion

2025

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Teaching styles, Gen X, Gen Z

Abstract

This study employed a comparative quantitative research design to analyze the differences in teaching styles between Gen X and Gen Z nursing faculty in selected private institutions in Cavite. Total population sampling was used to include all eligible faculty. Data were gathered using Jason Ravitz’s (2012) “A Survey for Measuring 21st Century Teaching and Learning” covering 8 competencies. Statistical treatment was applied to analyze results. Respondents were nearly evenly split (Gen X: 46.9%, Gen Z: 53.1%), majority female (66.3), with varying experience and educational levels. Gen X scored slightly higher in critical thinking and collaboration. Meanwhile, Gen Z excelled in technology use. Overall mean scores were equal (M=3.55). The study revealed significant differences in teaching styles based on gender, years in the academe, and educational attainment. Female faculty members scored significantly higher in critical thinking, communication, and self-direction skills. The number of years in the academe has shown significant differences in areas of critical thinking, communication, and technology use, indicating that experience influences teaching style. Those with only a bachelor’s degree showed greater integration of technology than those with postgraduate degrees. Although the comparison of Gen X and Gen Z faculty members’ teaching styles has shown no major differences overall, Gen Z faculty significantly outperformed in technology use, highlighting the influence of generational familiarity with digital tools. Based on the findings, it can be concluded that while teaching styles of Generation X and Generation Z nursing faculty members are generally aligned likely due to shared institutional standards, certain factors significantly influence specific aspects of their approaches. Gender, years of teaching experience, and educational attainment play important roles in shaping teaching style, particularly in areas like critical thinking, communication, and technology use. Generation Z faculty members stand out for their higher integration of digital tools, while more experienced, female faculty show stronger competencies in core instructional skills. These results underscore the value of faculty development tailored to diverse educator backgrounds.

First Advisor

Ma. Chelsea P. Ambray RN, MAN

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