| dc.description.abstract | Today's student is a member of the Millennial Generation, a social grouping that technology has
surrounded since birth. As technology continues to change at a rapid pace, the gap between the
generations is becoming ever more noticeable in public education. Using two classes of
Sophomore English students in a suburban high school in the Midwest, I instructed the students
using two different review strategies. Although both featured similar types of questions and
prompts, the delivery methods were drastically different in that one utilized direct instruction and
the other a PowerPoint-based Jeopardy game. After the review strategies and summative unit
assessments, I determined the students' academic performance by comparing mean scores and
the student's opinions using the Likert-scale results on a post-test questionnaire. These
comparisons showed that the overall scores of the assessment following the interactive review
strategy were higher than those with a direct instruction review method. Relating the
questionnaire results to research-determined characteristics of the Millennial Generation, I
evaluated the accuracy of the pre-defined attributes in comparison to my own findings. I found
that students in the Millennial Generation show an appreciation for interactive classroom
strategies that incorporate competition, manipulation, and a team constructions. This
appreciation positively impacts the student's confidence and self-assurance when approaching a
concluding summative assessment. | en |
