Financial Literacy Taught in Elementary Schools using a Qualitative Research Method
by
Jennifer Vitale
Copyright 2022
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
University of Phoenix
The Dissertation Committee for Jennifer Vitale certifies approval of the following dissertation:
Committee:
Josh Valk, PhD, Chair
Marie Peoples, PhD, University Research Methodologist
James Smith, EdD, Panel Validator
_________________________
Josh Valk
_________________________
Marie Peoples
_________________________
James Smith
_________________________
Hinrich Eylers, PhD
Vice Provost, Doctoral Studies
University of Phoenix
Date Approved: ____________
ABSTRACT
DEDICATION
[To be indented and completed upon full dissertation completion]
ACKNOWLEDGMENTS
[To be indented and completed upon full dissertation completion]
TABLE OF CONTENTS
Contents Page
List of Tables……………………………………………………………………………………………………… x
List of Figures ……………………………………………………………………………………………………. x
Preface…………………………………………………………………………………………………. (optional).. x
Chapter 1: Introduction……………………………………………………………………………………….. x
Background of the Problem………………………………………………………………………. x
Problem Statement……………………………………………………………………………………. x
Purpose of the Study…………………………………………………………………………………. x
Population and Sample……………………………………………………………………………… x
Significance of the Study…………………………………………………………………………… x
Nature of the Study…………………………………………………………………………………… x
Research Questions/Hypotheses…………………………………………………………………. x
Theoretical or Conceptual Framework………………………………………………………… x
Definition of Terms………………………………………………………………………………….. x
Assumptions, Limitations, and Delimitations……………………………………………….. x
Chapter 2: Literature Review ……………………………………………………………………………….. x
Title Searches and Documentation……………………………………………………………… x
Historical Content…………………………………………………………………………………….. x
Current Content……………………………………………………………………………………….. x
Theoretical or Conceptual Framework Literature………………………………………….. x
Methodological Literature…………………………………………………………………………. x
Research Design Literature………………………………………………………………………… x
Conclusions…………………………………………………………………………………………….. x
Chapter Summary…………………………………………………………………………………….. x
Chapter 3: Research Methodology…………………………………………………………………………. x
Research Method and Design Appropriateness……………………………………………… x
Research Questions/Hypotheses…………………………………………………………………. x
Population and Sample……………………………………………………………………………… x
Informed Consent and Confidentiality…………………………………………………………. x
Instrumentation………………………………………………………………………………………… x
Field Test or Pilot Test……………………………………………………………………………… x
Credibility and Transferability or Validity and Reliability……………………………… x
Data Collection………………………………………………………………………………………… x
Data Analysis………………………………………………………………………………………….. x
Chapter Summary…………………………………………………………………………………….. x
Chapter 4: Analysis and Results……………………………………………………………………………. x
Research Questions/Hypotheses…………………………………………………………………. x
Data Collection………………………………………………………………………………………… x
Demographics………………………………………………………………………………………….. x
Pilot Study………………………………………………………………………………………………. x
Data Analysis………………………………………………………………………………………….. x
Results……………………………………………………………………………………………………. x
Chapter Summary…………………………………………………………………………………….. x
Chapter 5: Conclusions and Recommendations……………………………………………………….. x
Research Questions/Hypotheses…………………………………………………………………. x
Discussion of Findings……………………………………………………………………………… x
Limitations………………………………………………………………………………………………. x
Recommendations for Leaders and Practitioners…………………………………………… x
Recommendations for Future Research……………………………………………………….. x
Chapter Summary…………………………………………………………………………………….. x
References……………………………………………………………………………………………………….. x
Appendix A: Title……………………………………………………………………………………………… x
Appendix B: Title……………………………………………………………………………………………… x
Appendix C: Title……………………………………………………………………………………………… x
LIST OF TABLES
Table 1: Title …………………………………………………………………………………………………….. x
Table 2: Title……………………………………………………………………………………………………… x
[Only include a list of tables if there are two or more tables. Use title case, defined as capitalizing key words, for table titles.]
LIST OF FIGURES
Figure 1: Title …………………………………………………………………………………………………… x
Figure 2: Title …………………………………………………………………………………………………… x
[Only include a List of Figures if there are two or more figures. Use title case, defined as capitalizing key words, for figure titles.]
Chapter 1
Introduction
Education about financial Literacy is an important subject that could help students handle money. Students who acquire this knowledge could make sound financial decisions to avoid common financial inaccuracies. As Amagir et al. (2018) mentioned in their systematic literature, individuals who lack financial Literacy make errors when paying their financial obligations. As a result, the emphasis of this study will be on the financial education gaps that exist in schools, the repercussions of these gaps, and possible remedies. This research focuses on the gap between financial education and its incorporation into elementary schools.
According to Amagir et al. (2018), financial education is characterized as the capacity to make appropriate financial judgments in the face of adversity. Teaching children about financial education tools may assist them in developing more skills and judgment while dealing with money in school. Financial literacy training and adoption benefit both knowledgeable young people and the global community due to their efforts. A bright future is established when youngsters are educated about personal money and financial Literacy (Amagir et al., 2018).
In addition, Amagir (2018) suggests that the leading ticket towards living a debt-free life is knowledge about financial management, which can only be achieved through lessons taught in classes. Youths have always manifested confidence in the way they use money, and in fact, most of them believe they are knowledgeable concerning the use of money. However, in real life, the youth struggle with planning their finances, which predisposes them to a life full of debts while they are still young (Amagir et al., 2018). This excessive confidence and awareness are barriers that need to be cleared out through financial education.
There are different programs that a typical school should implement to help train and educate students on matters related to finance. However, most schools focus on programs that emphasize practical didactics and theory-based (Blue & Grootenboer, 2019). Most of these didactics are based on benefit plans, which do not fully cover the main concepts of financial Literacy. As a result, the school’s students and members (principals, administrators, teachers, housekeepers, secretaries, police officers, guidance counselors, and cafeteria workers) have some financial literacy misconceptions.
Background of the Problem
Large numbers of children and teenagers may have money management challenges in the future due to a lack of financial knowledge and comprehension(Blue & Grootenboer 2019). Therefore, individuals establish poor money habits and become unable to manage their funds in the future efficiently. When it comes to young people, inadequate budgets are usually the result of bad financial habits, driven by a lack of financial Literacy. According to Amager et al. (2018), it is projected that 20 percent of high school seniors who participate in savings programs or open savings accounts will graduate with financial discipline and literacy skills. Their concern is that as their children get older, they will be unable to comprehend the fundamentals of saving, spending, and earning money and the fundamentals of checking and balancing their checkbooks and bank accounts (Faulkner, 2017). Education in Financial Literacy is becoming more critical for children as they learn to be self-sufficient, take responsibility, be independent, and be accountable for their actions.
After completing the financial literacy program, students who have received financial education have an essential awareness of the financial markets, investment opportunities, and financial planning (Aboagye & Jung, 2018). Student debt, which is becoming a more serious issue for young people, will be avoided as the year’s pass. Financial management methods are identifiable, especially when dealing with well-informed and well-prepared specialists, while some financial management strategies are more challenging to detect (Aboagye & Jung, 2018). This is because well-informed individuals will anticipate dangers and argue-justify issues relevant to their academic endeavors (Amagir et al., 2018). Since individual financial well-being significantly impacts the economy, polarizing financial knowledge inside educational institutions is more vital than ever.
The research demonstrates that an alarmingly significant proportion of individuals are prone to spiraling debt and financial traps. This outcome is because the existing educational system devotes little to no time to studying such concepts (Aboagye & Jung, 2018). This idea is because a sizable proportion of teens and adolescents cannot make appropriate financial judgments. This fact is because educational institutions have a learning gap. Due to their incapacity to grasp how certain financially complex situations work, people make judgments that unintentionally jeopardize their financial prospects (Aboagye & Jung, 2018).
It is necessary to comprehend the burden it alleviates and how it helps grow a nation or family. To implement financial education successfully, prudent financial management increases family benefits and avoids debt and associated instruments (Aboagye & Jung, 2018). This idea might be seen as an investment in human capital to ensure that the necessary choices are made to ensure that financial commitments are correctly understood. As the modern world has become increasingly tricky regarding business and enterprise, it is critical to have a basic grasp of financial education (Aboagye & Jung, 2018).
One of the most critical components of education is the policies that school boards enact and the availability of education to all children. While deciding whether to include financial literacy teaching in school curricula, one of the factors to examine is the long-term benefit that such education will give (Faulkner, 2017). Unfortunately, this education has resulted in a lack of awareness about how financial choices should be considered while planning for the future and the long-term ramifications. Understanding our knowledge and behavior is one of the most fundamental ways to predict which actions to avoid and engage in to make sound judgments (Aboagye & Jung, 2018). Therefore, it is critical to acquire the necessary information and take focused action to gain such benefits.
Positive attitudes and self-confidence are also helpful when confronted with financial troubles. This idea is because they play a critical role in ensuring that decisions are made rationally and are not based on inaccurate or misleading information. This target can only be accomplished via vigilance and ensuring that decisions reflect both short- and long-term advantages (Faulkner, 2017). Consequently, present and future financial choices made with financial education in mind may decrease the number of financial errors made throughout maturity and adolescence benefit everyone.
Problem Statement
According to the thesis statement, the problem of financial illiteracy among young people is the subject of the research study. Compared to past generations, a more significant proportion of teens and young people now lack the financial discipline that should have been taught in financial education courses in the first place(Lusardi, 2019). According to Amager et al. (2020), financial education for teens and young people is notably inadequate in the United States. Therefore, it is necessary to build financial literacy programs in schools because children and teenagers who do not have financial Literacy do not have economic wealth, and the country does not profit from their lack of understanding (Lusardi, 2019). Furthermore, because most young people do not recognize the importance of financial education, schools should further ensure that students have access to vital financial education programs.
Purpose of the Study
The purpose of this study is to use a mixed-methods approach to data gathering to finish research on the subject of financial Literacy among adolescents and teenagers. The examination will take place inside a school system in the Florida county of Palm Beach. The objectives of the study are:
To identify the gaps in the financial literacy education in the schools within Palm Beach County, Florida.
To determine the long-term consequences of insufficient financial education for youths and teens within Palm Beach County, Florida.
Population and Sample
Principals from 20 schools around the district of Palm Beach County, Florida, will be interviewed, while only ten curriculum developers across Florida will be interviewed. According to Amagir et al. (2018), the school district of Palm Beach County, Florida, has about 180 schools, and a principal leads each school, so that means only 11.1% of the principals will be involved. So instead, a random selection technique will pick twenty principals and curriculum developers from the district’s schools.
Significance of the Study
The study on financial Literacy is critical to individuals, the state, and the U.S. government. The economy of the United States is heavily reliant on sound financial planning. For example, let us suppose that young people are well-versed in the subject of money management. In that situation, it is beneficial to the economy of both the United States and Florida since adequate financial education leads to intelligent financial planning, which stimulates economic growth (Hennink et al., 2020). In addition, the study of financial Literacy in elementary schools will also assist policymakers in curriculum development in planning to introduce comprehensive financial literacy programs in these institutions of higher learning (Bakar and Bakar, 2020). These programs are designed to help teenagers and young adults manage their money by providing broad information. In addition, they are meant to teach students to be financially responsible citizens and parents (Jamshed, 2014).
Students understand the fundamentals of financial markets, investment options, and financial budgeting when financial Literacy is taught to them. Consequently, students will avoid being burdened by debt, becoming increasingly common among young adults. In addition, it is not difficult to recognize specific financial management tactics, particularly when engaging with well-informed and well-prepared experts. Consequently, financial literacy students will debate with well-educated and informed persons since they will anticipate dangers and argue-justify issues relevant to their studies (Amagir et al., 2018). Because people’s financial well-being affects the economy, the Economic Policy Institute reports an increasing need to polarize financial knowledge inside educational institutions.
Nature of the Study
The qualitative research approach will be employed to collect, compare, and analyze the various types of information gathered via interviews (Hennink et al., 2020). Because the data for this research will be gathered through interviews and observations, the qualitative technique is the most appropriate. In addition, the information will be investigated using a narrative data analysis design, which will be implemented (Hennink et al., 2020). As stated by the researchers, the narratives will examine the words or experiences shared during the interviews to identify any gaps in financial education within the Palm Beach County School System in Florida.
A significant benefit of using qualitative research to assess financial Literacy in education is producing the volume of material necessary to answer the study questions on financial Literacy (Hennink et al., 2020). In addition, using qualitative data will prove that the knowledge offered is exclusive to the qualitative sector of financial education. Finally, since qualitative research is subjective, it will help researchers understand why financial illiteracy is so pervasive among adolescents and teens in the United States (Hennink et al., 2020).
It answers the study’s questions on Financial Literacy by using a qualitative research approach. Because qualitative technique will give background and an overview of financial Literacy in schools, it is the most appropriate methodology for this research project. In addition, the findings of ethnographic research will influence the design. This is because it enables the gathering of first-hand knowledge. Direct observation and questionnaire interviews will be utilized to gather information for this project (Jamshed, 2014). The participants will respond to interview questions on the level of financial Literacy in their schools and the consequences, in their opinion, of a lack of financial awareness on the part of the participants.
Qualitative research methods should be used to address financial literacy concerns since they will provide in-depth insights into financial Literacy and its effects on teens and young adults. Aside from that, since information will be gathered via interviews and direct observations, the qualitative research approach will be more cost-effective. However, it is difficult to overcome the issue of bias in data analysis, even if the grounded technique will be utilized to do so. This is the most significant disadvantage. Consequently, their conclusions may not be accurate due to prejudice, the results, and conclusions on financial Literacy in schools and how it impacts kids and teens.
Research Questions
There are three research questions.
- What are financial illiteracy shortcomings in financial education in Palm Beach County, Florida?
- What are the effects of financial illiteracy on the youth and teens within the state?
- What measures should be implemented to address the financial illiteracy disparities in financial education seen in Florida and nationwide schools?
Theoretical Framework
According to Champlain (2019), University of California, Berkeley students are still battling to pay off enormous sums of student debt. The great majority of individuals live paycheck to paycheck, meaning that they are financially illiterate in some manner, shape, or form. In today’s environment, business owners are particularly disappointed with the lack of preparation and financial awareness of fresh graduates and potential recruits (Axelrod et al., 2018). For most kids, financial Literacy is simply another subject in their class. According to Champlain (2019), students are prepared to pass the test only to live over their means of subsistence, are unable to acquire a house, are unable to enroll in a monthly insurance plan, and are unable even to begin to plan for retirement due to the enormous lump amount of debt accrued. Forty-four percent of Americans are predicted to be unable to afford a $400 emergency bill without acquiring debt (Champlain, 2019). Sixty-six percent of Americans have less than $10,000 saved for retirement (Axelrod et al., 2018). Some of these abilities should be taught to children by their parents; unfortunately, many parents are saddled with significant debt.
Financial illiteracy is anticipated to become the norm for a big part of the population if youngsters are not taught financial skills at home. Several scholars, notably Axelrod et al. (2018), argue that schools should simply supplement what parents teach their children. According to a financial literacy assessment, 27 states earned a “C” or below on the scale. Although most schools are mandated to teach mathematics, they are not compelled to teach children finance-related content such as the idea of compound interest or how to prepare a tax return (Champlain, 2019). Teaching personal finance in a condensed style and expecting primary outcomes is a doable and successful duty for educational institutions. Students who are learning to save their pocket money should behave in a manner that helps them put what they have learned in school into practice. This is owing to its massive influence on developing financial Literacy in schools (Kirkham, 2016).
Definition of Terms
College students. According to Lusardi (2019), college students are presently enrolled in a higher learning postsecondary educational institution.
Financial Literacy. Financial Literacy is the capacity to grasp and effectively use several financial competencies, such as personal financial management, budgeting, and investing (Lusardi, 2019).
Financial discipline. Kirkham (2016) suggests that financial discipline is the ability to regulate your spending and saving following the financial objectives you’ve set for yourself in financial management.
Curriculum developers. According to Lusardi (2019), Curriculum developers are elementary, middle, and high school instructors who construct instructional ways to help pupils improve their learning ability. In addition, they are in charge of devising instructional strategies for pupils in grades K-12.
Financial budgeting. According to Kirkham (2016), financial budgeting is the process of calculating how much money you will make over a certain period and planning how much you will spend, save, and borrow during that time: If you want to pay off your mortgage sooner rather than later, financial planning is essential.
Assumptions, Limitations, and Delimitations
Assumptions
The concept of an excess of financial information is based on the premise that less-educated persons have higher distances to travel regarding information collecting and distribution. As a result, when they consult with an expert, they save money on data and search costs. However, the hypothesis is based on a misunderstanding of adult education, psychology, and behavior change research, as well as sociocultural variables that contribute to students’ academic failure (Lusardi, 2019).
Another assumption is that someone experiencing financial difficulties may assume they do not have adequate financial resources; otherwise, the difficulties would not have occurred. One solution is to educate people about their triumphs and faults, a core element of American philosophical theory and practice. Another theory is that education in financial subjects will boost people’s literacies and, consequently, their financial well-being due to this permit. As a consequence of this assumption, non-fiction is omitted from the adult education mindset and behavior variance study (Lusardi, 2019).
Limitations
Establishing the dialogue on the premise that an enquiring approach to discovering gaps in the education system is influenced by what is discovered and what is not discovered is a realistic assumption. Before the examination starts, it highlights the research’s limits by concentrating on teaching rather than the reasons for such changes in educational systems. Several ways may be used to ensure an accurate understanding of the subject. The first step is recognizing that the ultimate authority for these gaps lies in establishing a clear separation between the education system and the policies.
This study uses qualitative research approaches to identify present gaps in financial education, which entails gathering first-hand information rather than depending only on existing literature. Because there are only a limited number of interviews that may be adequately inferred and assessed in terms of financial literacy understanding, the number of interviews accessible is limited. As a consequence of the need to develop narratives from a set number of interviews to gather information on the gaps, there will be a skewed point of view(Skagerlund et al., 2018). Consequently, the information will be confined to this specific group of persons who do not fulfill any established requirements or have experience in a weak financial education system.
Furthermore, the limited scope of the theoretical framework to focus on college students as a genuine aspect of lack of financial education limits the extent to which there is a gap. This is because students are provided with academic opportunities, which they end up repaying when they are employed (Skagerlund et al., 2018). The massive number of default and struggling payments is due to the increasing unemployment rate and, therefore, a lack of means to ensure the utilization of such education (Aboagye & Jung, 2018). It biases the study to show only the failing students who did not have any education in addition to those who may have had opportunities to learn and benefit from extra-curricular financial education programs.
Delimitations
The purpose of research restrictions is to clearly define where the scope of a study ends in terms of financial education and the gap in Florida schools. The study’s limitations will include measuring the DegreeDegree of trust in information and if it can be effectively used to create robust financial Literacy for young learners. There is virtually little academic material relating to financial thinking and dialogue accessible to pupils.
Qualitative research is being employed to investigate financial Literacy in education since it can provide adequate information to answer the financial literacy study questions. Qualitative data will make it simpler to ensure that the information provided is relevant to education (Aboagye & Jung, 2018). The limitations of this study are that it only allows for the assessment of various educational materials and does not consider the rules in place to ensure that the standards and content taught in schools are up to grade.
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