以模擬社會情境的班級經營實施金融教育對培養國小六年級學童金融素養之研究

Abstract

本研究依據PISA的金融素養評量架構分別設計了一系列主題課程以及模擬社會情境式的班級經營模式，用以探討此一研究設計對培養國小六年級學童金融素養之成效。採用準實驗設計中的不等組前、後測設計，自變項為「模擬社會情境的班級經營模式」，依變項則為學生的金融素養表現，分為認知以及態度兩個層面，以新北市中山國小六年級兩個班的學生為研究對象：實驗組學生學習為期7週，每週2節課的金融教育課程搭配模擬社會情境的班級經營；控制組學生則僅學習與實驗組相同的金融教育課程，不實施情境。根據研究結果與討論得出研究結論如下：一、實驗組及控制組學生在「金融素養認知測驗」後測之答對率皆優於前測，可見金融教育課程有助於提升學生金融素養知識方面的認識。二、實驗組及控制組學生在「金融素養認知測驗」後測之答對率皆有所提升，但將兩組之後測實驗結果以統計方式進行分析，並加以比較後發現實驗組雖優於控制組，但卻未達到顯著差異，可見模擬社會情境式的金融教育課程對提升學生「認知」方面的金融素養與未實施情境並無顯著效果。三、研究者將實驗組及控制組學生在「金融素養問卷」的分數進行整理並以統計方式分析，發現在分數表現上，控制組較實驗組來得高，因此推斷模擬社會情境式的金融教育課程對提升學生「態度」方面的金融素養不具正向影響。研究者依據本研究之研究結果加以討論，並提出相關建議，做為往後研究者從事金融教育相關研究之參考。This study was to examine the effectiveness of building financial literacy for sixth grade children through a curriculum and classroom management which were designed on the basis of PISA financial literacy assessment. Data was gathered using a quasi-experimental design, based on the nonequivalent pretest-posttest control group design, involving 60 students from Zhong-Shan Elementary School. The independent variable of this study was “situated classroom management;” the dependent variables were student performance; the covariance was the pre-test score. The students of the experimental group had 2 hours of weekly financial education classes collaborated with situated learning activities for 7 weeks, while the control group only took the financial courses.The conclusions of the study were summarized as follows:1.The score of “Financial Literacy Assessment” was improved for all students in the experimental and control group. The scores of students in the experiment were prior to those in the control groups, but only little differences between the two. The result indicates that the situated learning in the classroom does not help improve the cognitive ability of financial literacy in a significant way.2.There was a clear increase in the number of correct answers in the post-test for students in the experimental and control group. As the result suggests, all approaches to financial education can contribute to the improvement of financial literacy in this study.3.In the post test of the “Financial Literacy Scale,” the students in the control group performed better than those in the experimental group. From this, it is inferred that the financial education programme incorporated with the situated learning theory does not impose positive impacts on subjects’ financial attitude.Based upon the results of this study to be discussed and put forward specific suggestions for future Financial education or reference of future research.