Abstract
This research investigates a cohort of Gen Z students’ learning attributes to understand their learning styles. In this study, we applied Bloom’s Taxonomy as a framework to understand the cognitive learning strategies of Gen Z students and explore the development of corresponding and effective learning and appropriate assessment approaches for their academic success. A survey of Business students at a medium-sized southeastern (US) university was conducted. The results indicate a significant positive relationship between the dependent variable, taking information apart, and exploring relationships to some of the Bloom Taxonomy attributes as independent variables.
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