Gender, Parental Characteristics, and Financial Knowledge of High School Students: Evidence From Multicountry Data

2019 ◽  
Vol 30 (1) ◽  
pp. 97-109 ◽  
Author(s):  
Rebecca G. Chambers ◽  
Carlos J. Asarta ◽  
Elizabeth N. Farley-Ripple
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Gap ◽  
Financial Literacy ◽  
International Student ◽  
Student Assessment ◽  
Financial Knowledge ◽  
Literacy Assessment ◽  
School Students ◽  
International Student Assessment

This study examines the gender gap in financial literacy by using the Financial Literacy Assessment from the OECD's Programme for International Student Assessment (PISA). The analysis focuses on the influence of parents on their children's understanding of financial concepts, utilizing multilevel modeling procedures to examine variance among students, within schools, and within countries. Based on data from 18 countries, results suggest that a gender gap in financial knowledge favoring male high school students is present and that parents may influence their children's financial knowledge.

A ROLE OF CONSUMER AND FINANCIAL LITERACY CONTEXT IN NUMERACY EDUCATION FOR JUNIOR HIGH SCHOOL STUDENTS

2020 ◽  
Vol 65 (12) ◽  
pp. 176-189
Author(s):  
Tho Chu Cam ◽  
Dat Nguyen Tien ◽  
Tuan Vu Anh
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Junior High School ◽  
Financial Literacy ◽  
Junior High ◽  
Student Assessment ◽  
Junior High School Students ◽  
School Students ◽  
International Student Assessment

Mathematical competency can be referred to one of the most essential competencies in the context of the exponential development of the knowledge-based economy and globalization, especially when people make financial decisions based on their mathematical literacy. Numeracy is considered one of the critical skills of the people. To develop and evaluate numeracy, the national curricula of many countries across the world, such as Australia, Germany, Singapore, or Programme for International Student Assessment - PISA have selected Consumer and financial context as teaching and assessing content. In Vietnam, in the general education curriculum mandated by the Ministry of Education and Training in December 2018, numeracy, which originated and developed substantially in Mathematics, is one of the seven general capabilities. In this paper, we present a literature review of numeracy and several pedagogical recommendations to develop junior high school students' numeracy through the context of consumer and financial literacy.

scholarly journals LITERASI MATEMATIKA SISWA DALAM MENYELESAIKAN SOAL PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)

2020 ◽  
Vol 1 (2) ◽  
pp. 65-70
Author(s):  
Janet Trineke Manoy ◽  
Marinda Rosita Sari
Keyword(s):  
High School ◽  
High School Students ◽  
International Student ◽  
Student Assessment ◽  
Mathematical Literacy ◽  
School Students ◽  
Process Indicators ◽  
International Student Assessment ◽  
Date Analysis ◽  
Mathematical Process

contenxts. This study aims to describe the mathematical literacy of class X high school students in solving PISA questions. Date collection wa carried out using tests and interviews. 2 questions level 4dan level 6 are given to students. Date analysis is based on PISA mathematical process indicators namely formulating, applying, and interpreting. The results showed that: in the process of formulating, students mentioned important information in the problem, how to slove it and what concepts would be used, as well as what was know and asked in the problem. In the process of applying students to design and implement strategies according to the information they have made, draw the required objects according to the questions given. In the process of interpreting, students explain the reasons why the conclusions they get are in accordance with the context of the problem given.

scholarly journals PROFIL KUALITAS LITERASI SAINS SISWA SMP SE-KABUPATEN PATI

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Hikmah Naturasari ◽  
Fenny Roshayanti ◽  
Atip Nurwahyunani
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Science Literacy ◽  
Junior High ◽  
Student Assessment ◽  
Junior High School Students ◽  
School Students ◽  
International Student Assessment

ABSTRACTThis research is motivated by the low achievement of sciencem literacy of Indonesian students in the participation of the study of The Programe for International Student Assessment (PISA) held every three years by The Organization for Economic Co-operation and Development (OECD). This study aims to determine the quality of science literacy profile of junior high school students. The sample amounted to 356 students of SMP class IX, taken using proportionate stativeied random sampling technique. The Method is test and interview. The tests given using questions obtained from the OECD published PISA issue were published in 2009 specifically for matters related to science content. The results showed that the Literacy Quality of Science Profile of Junior High School Students in Pati Regency belong to low category with percentage of 55%. In the category of moderate percentage obtained by 45% and no students who fall into the high category. As for the achievement of the value of each level, the highest ability of students in answering science literacy questions in the level 1 questions with a total of 49.43 moderate categorized, and the lowest ability of students in answering the questions of science literacy is in level questions 6th with a total of 13.48 is low categorized. The conclusion is the quality of science literacy profile of junior high school students in Pati District is low. Keywords: Profil Quality, Science Literation, SMP Student, ABSTRAKPenelitian ini dilatarbelakangi oleh rendahnya capaian literasi sains siswa Indonesia pada partisipasi studi The programe for International Student Assessment (PISA) yang diselenggarakan setiap tiga tahun sekali oleh The Organization for Economic Co-operation and Development (OECD). Penelitian ini bertujuan untuk mengetahui profil kualitas literasi sains siswa SMP se-Kabupaten Pati. Sampel dalam penelitian ini berjumlah 356 siswa SMP kelas IX se-Kabupaten Pati yang diambil dengan menggunakan teknik proportionate statified random sampling. Metode pengambilan data menggunakan metode tes dan wawancara. Tes yang diberikan menggunakan soal PISA yang dipublikasikan oleh OECD diterbitkan tahun 2009 khusus untuk soal-soal yang berkaitan dengan konten sains, serta sudah diterjemahkan ke dalam Bahasa Indonesia. Hasil penelitian menunjukkan bahwa Profil Kualitas Literasi Sains Siswa SMP se-Kabupaten Pati tergolong dalam kategori rendah dengan persentase sebesar 55%. Pada  kategori sedang diperoleh persentase sebesar 45% dan tidak ada siswa yang masuk dalam kategori tinggi. Pencapaian nilai setiap levelnya, kemampuan tertinggi siswa dalam menjawab soal literasi sains terdapat pada soal level 1 dengan jumlah nilai 49,43 berkategori sedang, dan kemampuan terendah siswa dalam menjawab soal literasi sains terdapat pada soal level 6 dengan jumlah nilai 13,48 berkategori rendah. Sehingga disimpulkan bahwa profil kualitas literasi sains siswa SMP se-Kabupaten Pati tergolong rendah. Kata Kunci: profil kualitas, literasi sains, siswa SMP

Financial Literacy

2017 ◽  
pp. 80-106
Author(s):  
Adriana Berenice Valencia Álvarez ◽  
Jaime Ricardo Valenzuela González
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Financial Literacy ◽  
Conceptual Knowledge ◽  
Self Report ◽  
Financial Knowledge ◽  
Financial Behavior ◽  
School Students ◽  
Public And Private

Financial literacy is a combination of financial knowledge, attitudes and behaviors, key for making informed decisions and for solving financial problems. This descriptive study explored the applied, conceptual and procedural financial knowledge of 243 Mexican students via three financial knowledge tests. In addition, these students were surveyed about their financial behavior, their attitudes towards money, and their experience with money using a self-report questionnaire. The study aims to identify financial-education needs and gaps between school levels and systems. Therefore, the analysis focuses on the differences and similarities between two subgroups: (1) students in public and in private education, and between (2) middle school (ages 12 to 15) and high school students (ages 15 to 18). Middle school and high school students differed significantly only in their conceptual knowledge and in their financial experience, while public and private students showed statistical significant differences on their financial knowledge, behavior, attitudes and experience.

scholarly journals Financial Literacy: The Case of Poland

2020 ◽  
Vol 12 (2) ◽  
pp. 700 ◽  
Author(s):  
Beata Swiecka ◽  
Eser Yeşildağ ◽  
Ercan Özen ◽  
Simon Grima
Keyword(s):  
High School ◽  
High School Students ◽  
Young People ◽  
Financial Literacy ◽  
Financial Management ◽  
Financial Knowledge ◽  
Economic Indicators ◽  
School Students ◽  
High Level ◽  
National Economies

Financial literacy is a path to sustainability and has an important role in ensuring the financial sustainability of individuals, families, enterprises and national economies. The level of these economic indicators such as debt, payment discipline, savings and financial management all translate into prosperity or insolvency and bankruptcy and result partially from financial literacy. The higher the level of financial literacy, especially of young people, the more favourable the level of economic indicators, which translates into the economy and sustainable development. With this study we aim to determine the level of financial literacy of high school students in Poland and to determine whether financial literacy changes according to gender. The most important element that distinguishes our study from the others is that or study was carried out with a large sample of high school students with an average age of 15–16 years. In addition, the effect of gender on financial literacy at an early age was investigated, also comparing the wider themes to the so-called narrow themes. The results of the research demonstrated a good and partially very good, level of financial knowledge of the young people in Poland. 45.3% obtained an average level score and 43.8% achieved a high-level score in financial knowledge. This result shows that they can be rational in their financial decision making. However although, it is understood that gender makes a difference on financial behaviour and use of financial instruments, gender does not make any difference on the level of financial knowledge. Moreover, the financial literacy level of males is found to be higher than females.

What Motivates High School Students to Want to Be Teachers? The Role of Salary, Working Conditions, and Societal Evaluations About Occupations in a Comparative Perspective

2017 ◽  
Vol 55 (1) ◽  
pp. 3-39 ◽  
Author(s):  
Seong Won Han ◽  
Francesca Borgonovi ◽  
Sonia Guerriero
Keyword(s):  
High School Students ◽  
Working Conditions ◽  
International Student ◽  
Linear Models ◽  
Student Assessment ◽  
Working Hours ◽  
School Students ◽  
Career Expectations ◽  
Teaching Career ◽  
International Student Assessment

This study examines between-country differences in the degree to which teachers’ working conditions, salaries, and societal evaluations about desirable job characteristics are associated with students’ teaching career expectations. Three-level hierarchical generalized linear models are employed to analyze cross-national data from the Programme for International Student Assessment (PISA). Results reveal that teacher salaries and societal evaluations about the importance of job responsibility and respect are positively associated with teaching career expectations, while working hours are negatively associated with teaching career expectations. Analyses further reveal that the association between salaries and career expectations and societal evaluations and career expectations differ among students with different mathematics skills. We conclude by discussing policy initiatives that can encourage students with strong quantitative abilities to consider a career in teaching.

scholarly journals The Effects of Financial Literacy and Self-Control towards Financial Behavior among High School Students in Bogor

2020 ◽  
Vol 5 (2) ◽  
pp. 73-86
Author(s):  
Jihaan Khoirunnisaa ◽  
Irni Rahmayani Johan
Keyword(s):  
High School ◽  
High School Students ◽  
Financial Literacy ◽  
Self Control ◽  
Financial Knowledge ◽  
Financial Behavior ◽  
Low Grade ◽  
High Grade ◽  
Grade School ◽  
School Students

This research aims to analyze the effect of financial literacy and self-control on financial behavior among Bogor High School students. This research was conducted in two public high schools in Bogor, West Java, Indonesia, that were selected based on the level of passing grade of the school (high-grade and low grade). In collecting the data, this study used a self-administered questionnaire. About 113 of senior high school students from science and social majors were selected as the sample. This study found that financial knowledge and financial attitude were on a moderate level. High-grade school students tend to have better financial knowledge and attitude than those from low-grade schools. The results of this study also show that the self-control of students was classified as a low category. Those from low-grade schools were more likely to have better self-control compared to students from the high-grade school. Furthermore, financial behavior, which consists of saving and spending behavior, were categorized as poor. There was a significant difference in financial knowledge, financial attitude, and self-control among both schools. The financial attitude was positively significantly related to financial knowledge and behavior. Self-control was associated positively with financial behavior. Further analysis of multiple linear regression shows a positive and significant effect of financial attitude and self-control towards financial behavior.

scholarly journals KEMAMPUAN MENYELESAIKAN SOAL PISA PADA KONTEN CHANGE AND RELATIONSHIP

2020 ◽  
Vol 1 (2) ◽  
pp. 60
Author(s):  
Helyana Teresa ◽  
Zubaidah Zubaidah ◽  
Asep Nursangaji
Keyword(s):  
High School Students ◽  
Junior High School ◽  
International Student ◽  
Student Assessment ◽  
Relevant Information ◽  
Junior High School Students ◽  
School Students ◽  
International Student Assessment ◽  
Research Survey ◽  
The Face

This Educators are required to be able to form a generation that can act effectively in the face of world changes that are so fast and complex. The PISA study that has been conducted has not used a sample that depicts all Indonesian students. Especially for students who are in SMP Negeri 4 Jawai not yet become a sample in the PISA study. This study aims to describe and find out how the ability to solve the Program for International Student Assessment (PISA) content on change and relationship content by junior high school students. The research method used in this research is descriptive qualitative research survey. Subjects in this study were 26 subjects. The results of the discussion showed that the ability to solve PISA questions for students was said to be still very low. This is because students have not been able to understand the problem correctly, students have not been able to identify and select relevant information because mathematical models in context are available, students have difficulty in giving arguments at every step of solving problems and drawing conclusions.

scholarly journals A critical review of the goals for financial literacy

2019 ◽  
Author(s):  
Philippe Turineck
Keyword(s):  
Financial Literacy ◽  
International Student ◽  
Mathematics Classroom ◽  
Student Assessment ◽  
Literacy Assessment ◽  
International Student Assessment ◽  
Important Message ◽  
The World ◽  
K 12 ◽  
Shed Light

Financial literacy is an emerging field that is still in a phase of transition into K-12 schools. The importance of teaching financial literacy in schools is now highly recognized (Lusardi & Mitchell, 2014). Not only is financial literacy education implemented in many curricula around the world, the Organization for Economic Cooperation and Development (OECD) has administered a financial literacy assessment in 2012 and 2015 via their triennial Program for International Student Assessment (PISA). This sent an important message around the world about the importance of financial literacy in schools. The field has not had all its parameters defined and there is a need to identify what is meant by “financial literacy” and what are the goals of this new emerging field. Thus, this review seeks to synthesize and summarize common themes and trends among financial literacy literature to shed light on the goals and definitions of financial literacy. An exploration of how this field is defined within mathematics and the goals for teaching this within the discipline of mathematics will explored. Further, this review will explore how financial literacy tasks are used in the mathematics classroom and how researchers design and implement these tasks

Financial Literacy

2021 ◽  
pp. 518-543
Author(s):  
Adriana Berenice Valencia Álvarez ◽  
Jaime Ricardo Valenzuela González
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Financial Literacy ◽  
Conceptual Knowledge ◽  
Self Report ◽  
Financial Knowledge ◽  
Financial Behavior ◽  
School Students ◽  
Public And Private

Financial literacy is a combination of financial knowledge, attitudes and behaviors, key for making informed decisions and for solving financial problems. This descriptive study explored the applied, conceptual and procedural financial knowledge of 243 Mexican students via three financial knowledge tests. In addition, these students were surveyed about their financial behavior, their attitudes towards money, and their experience with money using a self-report questionnaire. The study aims to identify financial-education needs and gaps between school levels and systems. Therefore, the analysis focuses on the differences and similarities between two subgroups: (1) students in public and in private education, and between (2) middle school (ages 12 to 15) and high school students (ages 15 to 18). Middle school and high school students differed significantly only in their conceptual knowledge and in their financial experience, while public and private students showed statistical significant differences on their financial knowledge, behavior, attitudes and experience.

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