創新金融教育方案對國小學童人際關係之影響-以遊戲教學為例

Abstract

本研究的主要目的在探討「創新金融教育方案」對國小五年級學童人際關係之影響。研究方法採準實驗設計中的不等組前後測設計，以臺北市某所國小兩個班級的五年級學童為對象：實驗組與控制組各25名學生。實驗組接受為期8週，每週兩節課（80分鐘）的「創新金融教育方案」，控制組則接受一般的綜合活動教學。

本研究在「人際關係」的分析部分，是以「學童樂活問卷」的「玲瓏指數」為評量工具。實驗課程結束後進行「學童樂活問卷」後測，所得之「玲瓏指數」資料以單因子共變數分析、詹森內曼法進行統計處理，以瞭解本實驗教學之立即成效。實驗處理四週後進行「學童樂活問卷」追蹤測，所得之「玲瓏指數」資料以獨立樣本單因子共變數分析進行統計處理，以瞭解本實驗教學之延宕成效。

本研究結果顯示： 一、實施「創新金融教育方案」之立即影響成效，研究結果發現，差異顯著區在「學童樂活問卷」前測的「玲瓏指數」得分57.91分以上或44.73分以下。而前測得分在57.91分以上，此方案對其人際關係之提升並無幫助。若前測得分低於44.73分，實驗組後測分數則顯著優於對照組，有助於其人際關係之提升。 二、實施「創新金融教育方案」之延宕影響成效，效果並不顯著。

最後，研究者針對本研究的結果加以討論，並提出具體建議以做為日後實施「創新金融教育方案」或未來相關研究之參考。

The study aimed to investigate The Effects of the Creative Financial Education Program on interpersonal relationship in Elementary School－Taking Play Teaching Method as an Example. It was a quasi-experimental design. The participants were 50 fifth-graders at an elementary school in Taipei City; they were divided into two groups: 25 students in the experimental group and 25 students in the control group. The 25 students in the control group received normal integrative activity instruction, whereas the 25 students in the experimental group received Financial Education Program for 8 weeks. Each week conducted two periods; each period covered 80 minutes.

The assessment instrument was the Interpersonal Relationship Index subtest of Kids’LOHAS Survey of 5Q questionnaire. The pretest and posttest data of the subtest were analyzed by one-way ANCOVA and Johnson-Neyman technique. Besides, the follow-up assessment was conducted 4 weeks after the experiment and the collected data was analyzed by one-way ANCOVA in order to realize the delayed effects.

According to the data analysis, the results of the study were as follows: 1. In terms of immediate effects on interpersonal relationship, the Creative Financial Education Program showed that the area of significant difference was the scores, either above 57.91 or below 44.73 gained in the pretest of Interpersonal Relationship Index subtest. Although this program didn’t show any improvement in interpersonal relationship when students got scores higher than 57.91 in the pretest, the students of the experimental group who gained scores below 44.73 in the pretest significantly improved the performance on interpersonal relationship. 2. The Creative Financial Education Program did not significantly have delayed effects on interpersonal relationship.

Based on the results of the study, some suggestions were made for the directions of the future research.