An Examination of Personal Financial Literacy Teaching and Learning in Ontario High Schools
Loading...
Authors
Matheson, Murdoch
Date
Type
thesis
Language
eng
Keyword
youth financial literacy , financial literacy curriculum and learning , high school financial literacy teaching
Alternative Title
Abstract
The purpose of the study was to examine the experiences of current high school students, teachers, and high school graduates in Ontario regarding their experiences with personal financial curriculum and teaching at the secondary level, and to identify the ways in which this important educational experience may have helped prepare students to become financially literate. I sought to examine how helpful and productive financial literacy teaching and curriculum were at preparing students to confidently address personal financial issues they would inevitably face. I considered this overarching issue using a transdisciplinary lens from the perspective of the three stakeholder groups. Using a case study research design, the first of its kind in Ontario or Canada on this topic, I utilized interviews, artifacts, and surveys to uncover student and teacher experiential data across three high schools and two institutions of higher learning in southeastern Ontario. For the interviews and artifacts, there were 12 students and 12 teachers from three high schools. For the high school graduate surveys, there were 344 participants, drawn from one college and one university. Inductive thematic analysis was used for the interviews and artifacts; descriptive and inferential statistical analyses were used for the surveys, with some significance testing. The major findings were that current students and high school graduates perceived curriculum and teaching experiences as seriously lacking in effectively preparing them to be financially literate, and that a fundamental reorientation around transdisciplinary, student-led learning was key to transforming such learning into a more meaningful and valuable educational experience. The central finding from the teacher perspective was that such instruction should be mandated, properly supported and largely student-led; reaffirming the view that greater student learning, meaning and value were achievable with suitable enactment. Accordingly, the three stakeholder groups shared the view that curriculum and teaching in the area of personal financial literacy was largely absent and/or ineffective at meeting student interests and needs. With mandatory, properly supported, student-oriented (transdisciplinary) instruction, the potential exists for more effective and valuable learning, resulting in better equipped high school students that were properly prepared to successfully navigate financial issues and the path ahead.
Description
Citation
Publisher
License
CC0 1.0 Universal
Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada
ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.
Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada
ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.