Can instructional methods encourage engagement of the millennial generation in learning activities?

The purpose of this thesis was to identify differences in the effectiveness of instructional methods when used with the millennial generation. In order to accomplish this, four instructional methods were compared to determine or identify differences in the ability of each method to inspire motivation, engagement, interactivity, and learning transfer among members of the millennial generation as measured by the change in mean score between a pre-test and post-test. Pre-test and post-test data were analyzed utilizing percentages or one-way ANOVA where appropriate. Questions related to interactivity, engagement, and motivation were analyzed using one-way ANOVA and the Bonferroni Method. Qualitative themes and coding were utilized to analyze two open-ended questions. Despite this analysis no instructional method could be named as absolutely superior to others, although statistically significant findings placed the case study instructional method ahead of others. The findings did show that participants favored instructional methods with decidedly higher levels of interactivity with learners, which is consistent with existing literature on the millennial generation