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Article: Boosting financial literacy: Benefits from learning study

TitleBoosting financial literacy: Benefits from learning study
Authors
KeywordsFinancial literacy
Learning study
Phenomenography
Student learning
Variation theory
Issue Date2010
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277
Citation
Instructional Science, 2010, v. 38 n. 6, p. 659-677 How to Cite?
AbstractThis paper reports on a study that employed a theory-based approach in the form of a learning study to enhance a domain-specific generic capability, financial literacy, of Grade 12 students to empower them to make informed and independent financial decisions. Financial literacy is seen in this study as a function of student understanding of a limited set of interrelated economic concepts that can be used as tools to assess financial situations and make sound financial decisions. Twelve teachers participated in the study. Six worked together in a learning study group and drew on a particular theory of learning in planning and carrying out lessons designed to serve the learning aims, whereas the other six worked collaboratively in a lesson study group. To evaluate the effectiveness of the two learning conditions created by the two groups, 193 students answered questions on complex, everyday financial situations in four tests: a pretest, a posttest following the research lessons, and delayed posttests 6 weeks and 6 months after instruction. The results showed that students in the learning study group outperformed their counterparts in the lesson study group in all three post-lesson tests, and that the inter-group performance gap was maintained or widened over time. © 2009 Springer Science+Business Media B.V.
Persistent Identifierhttp://hdl.handle.net/10722/135620
ISSN
2015 Impact Factor: 1.462
2015 SCImago Journal Rankings: 1.418
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorPang, MFen_HK
dc.date.accessioned2011-07-27T01:37:35Z-
dc.date.available2011-07-27T01:37:35Z-
dc.date.issued2010en_HK
dc.identifier.citationInstructional Science, 2010, v. 38 n. 6, p. 659-677en_HK
dc.identifier.issn0020-4277en_HK
dc.identifier.urihttp://hdl.handle.net/10722/135620-
dc.description.abstractThis paper reports on a study that employed a theory-based approach in the form of a learning study to enhance a domain-specific generic capability, financial literacy, of Grade 12 students to empower them to make informed and independent financial decisions. Financial literacy is seen in this study as a function of student understanding of a limited set of interrelated economic concepts that can be used as tools to assess financial situations and make sound financial decisions. Twelve teachers participated in the study. Six worked together in a learning study group and drew on a particular theory of learning in planning and carrying out lessons designed to serve the learning aims, whereas the other six worked collaboratively in a lesson study group. To evaluate the effectiveness of the two learning conditions created by the two groups, 193 students answered questions on complex, everyday financial situations in four tests: a pretest, a posttest following the research lessons, and delayed posttests 6 weeks and 6 months after instruction. The results showed that students in the learning study group outperformed their counterparts in the lesson study group in all three post-lesson tests, and that the inter-group performance gap was maintained or widened over time. © 2009 Springer Science+Business Media B.V.en_HK
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277en_HK
dc.relation.ispartofInstructional Scienceen_HK
dc.rightsThe original publication is available at www.springerlink.com-
dc.subjectFinancial literacyen_HK
dc.subjectLearning studyen_HK
dc.subjectPhenomenographyen_HK
dc.subjectStudent learningen_HK
dc.subjectVariation theoryen_HK
dc.titleBoosting financial literacy: Benefits from learning studyen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0020-4277&volume=38&issue=6&spage=659&epage=677&date=2010&atitle=Boosting+financial+literacy:+benefits+from+learning+study-
dc.identifier.emailPang, MF: pangmf@hkucc.hku.hken_HK
dc.identifier.authorityPang, MF=rp00946en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11251-009-9094-9en_HK
dc.identifier.scopuseid_2-s2.0-77958510034en_HK
dc.identifier.hkuros188551en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77958510034&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume38en_HK
dc.identifier.issue6en_HK
dc.identifier.spage659en_HK
dc.identifier.epage677en_HK
dc.identifier.eissn1573-1952-
dc.identifier.isiWOS:000283151400006-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridPang, MF=8333263400en_HK
dc.identifier.citeulike4288444-

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