scholarly journals THE IMPACT OF SECONDARY EDUCATION ON THE LEVEL OF FINANCIAL LITERACY: THE CASE OF SLOVAKIA

2021 ◽  
Vol 79 (1) ◽  
pp. 13-33
Author(s):  
Patrik Böhm ◽  
Gabriela Böhmová ◽  
Viktória Šimková ◽  
Jana Gazdíková
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Financial Literacy ◽  
Positive Impact ◽  
First Year ◽  
Tobit Regression ◽  
Study Program ◽  
Secondary School Education ◽  
Current Topic ◽  
The Impact

Financial literacy, specifically its measurement and education in this field, is a very current topic. The main aim of this research was to find out whether secondary school education had a positive impact on the level of student’s financial literacy and to identify other important factors that affected its level. All 363 first-year bachelor's students of the Faculty of Operations and Economic of Transport and Communications (FPEDAS), University of Zilina, Slovakia, took part in the research. The research consisted of two parts – a questionnaire and a test. The questionnaire focused on demographic, educational, and socio-economic factors influencing students' financial literacy. The test included items aimed at finding out whether students could correctly define selected concepts of the financial area, whether they understood these concepts, and were able to analyze them. The most important finding of the research was that the number of lessons dedicated to mathematics and financial literacy in secondary school did not have a statistically significant impact on the level of student’s financial literacy. On the contrary, the level of financial literacy was correlated with the overall performance of the student at the secondary school and the type of secondary school the student attended. The research also aimed to verify the hypothesis that the student's study program affected the level of his or her financial literacy. It turns out that increasing the number of mathematics or financial literacy lessons is not sufficient to improve financial literacy levels, but more important is teacher education, the content and form of the education and the effectiveness of the teaching process. Keywords: financial literacy, secondary education, bachelor study program, tobit regression model

scholarly journals Impact of Behavioral Biases on Investment Decision Making with Moderating Role of Financial Literacy

2018 ◽  
Vol 6 (2) ◽  
pp. 34-41
Author(s):  
Rizwan Khalid ◽  
◽  
Muhammad Javed ◽  
Khurram Shahzad ◽  
◽  
...  
Keyword(s):  
Decision Making ◽  
Financial Literacy ◽  
Positive Impact ◽  
Investment Decision ◽  
Structure Questionnaire ◽  
Investment Decision Making ◽  
Overconfidence Bias ◽  
The Impact ◽  
Moderating Role

The objective of this study is to examine the Impact of Overconfidence bias and Herding bias on Investment Decision Making with Moderating Role of Financial Literacy. The population was Investor, Employee and Graduate Student. A sample of 200 was selected using convenience technique. Data were collected through structure questionnaire adopted from different papers. Correlation and Regression analysis were performed to examine the result. The Results show that overconfidence bias and herding bias have a positive impact on investment decision making and Financial Literacy has positive impact on investment decision making. Based on the results and discussions of the study findings as well as the limitations, theoretical and practical implications of the study have been provided.

scholarly journals Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

2018 ◽  
Vol 10 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Bothaina A. Al-Sheeb ◽  
Mahmoud Samir Abdulwahed ◽  
Abdel Magid Hamouda
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Positive Impact ◽  
First Year ◽  
Content Type ◽  
College Of Law ◽  
First Year Seminars ◽  
Campus Resources ◽  
The Impact ◽  
First Year Seminar

Purpose This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education. Design/methodology/approach The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students’ awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ2 tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis. Findings The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group. Research limitations/implications The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research. Practical implications The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university. Originality/value This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students’ perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors associated with student success and retention. The results from this study can act as a guide for universities intending to introduce a first-year seminar course as it gives clear guidelines on design, content, and course implementation, which can be useful in enhancing general student motivation and attitudes toward academic study and higher education in general.

The Role of Adult Education Graduates in Improving Secondary School Education: A Case of Nyamagana District, Tanzania

2021 ◽  
pp. 65-71
Author(s):  
Neserian Lazaro Mollel ◽  
Daniel Oduor Onyango
Keyword(s):  
Adult Education ◽  
Secondary Education ◽  
Secondary School ◽  
Significant Contribution ◽  
Design Data ◽  
Secondary School Education ◽  
Descriptive Research ◽  
Key Stakeholders ◽  
Mixed Approach

This study aimed at establishing the contribution of adult education graduates to the improvement of secondary education in Nyamagana District, Tanzania. The study used the mixed approach and employed the descriptive research design. Data were collected by using the questionnaires. Out of 480 subjects, the study sampled 82 respondents including 25 heads of secondary schools, 40 adult education graduates, 12 heads of adult education centers and 5 adult education officials. Data was analyzed by using tables, frequencies and percentages. The findings revealed a significant contribution of adult education graduates in improving the secondary education. Therefore, adult education graduates are among important stakeholders toward the improvement of secondary education in Tanzania. The study recommends that adult education graduates should be taken as key stakeholders in decision-making regarding changes in education so as to bring a significant improvement in the secondary education system in Tanzania.

A Behavioural Explanation of Smallholder Entrepreneurship with Empirical Evidence from KwaZulu-Natal, South Africa

2021 ◽  
Author(s):  
Fortunate Nosisa Zaca ◽  
Edilegnaw Wale ◽  
Unity Chipfupa
Keyword(s):  
Psychological Capital ◽  
Positive Impact ◽  
Smallholder Farmers ◽  
Farm Income ◽  
Tobit Regression ◽  
Entrepreneurial Spirit ◽  
Kwazulu Natal ◽  
Social Grant ◽  
On Farm ◽  
The Impact

Abstract This study aimed to investigate the impact of social grant dependence on on-farm entrepreneurial spirit of smallholders. A sample of 175 farmers was obtained from two communities in KwaZulu-Natal. The study employed Principal Components Analysis and Tobit regression. The entrepreneurial spirit indices were constructed from revealed preference-based questions. The study found a positive relationship between the social grant and on-farm entrepreneurial spirit. The positive impact on rural household farming activities implies that the prevailing low entrepreneurial levels among farmers are not the result of social grant dependence but lack of opportunity and other resource constraints. However, to remain effective, policy should ensure that the grant money benefits (directly/indirectly) the intended beneficiary and their households. The other factors found to be associated with on-farm entrepreneurship include age of the farmer, gender, psychological capital, access to training, access to education, access to land, inadequate farming assets, water insecurity, extension, off-farm income and group membership. The study also recommends the need for strategies that improve psychological capital and thus enhance positive on-farm entrepreneurial behaviour among smallholder farmers. Addressing institutional and farming constraints related to access to resources and services (land, credit, extension, and water) and collective action will positively contribute to on-farm entrepreneurship.

Secondary school students’ chemistry self-concepts: gender and culture, and the impact of chemistry self-concept on learning behaviour

2020 ◽  
Vol 21 (1) ◽  
pp. 209-219 ◽  
Author(s):  
Lilith Rüschenpöhler ◽  
Silvija Markic
Keyword(s):  
Secondary School ◽  
Gender Gap ◽  
Gender Relations ◽  
Secondary School Students ◽  
Positive Impact ◽  
Self Concept ◽  
Special Focus ◽  
Cultural Backgrounds ◽  
School Students ◽  
The Impact

While science self-concepts of secondary school students have received considerable attention, several important aspects of chemistry self-concepts have not yet been understood: gender relations, the impact of students' cultural backgrounds, and the impact of chemistry self-concept on learning processes. In the present study, (i) we could confirm our hypothesis that chemistry self-concept is strongly related to learning goal orientations. This part of the study built upon knowledge from educational psychology. Our results open the field for practical interventions designed to influence chemistry self-concepts. (ii) We investigated the gender relations in chemistry self-concept with a special focus on students’ cultural backgrounds. The results show that chemistry self-concept differs from science self-concept: the gender gap traditionally described in the literature could not be found. Instead, the study suggests that an interaction of gender and cultural background might influence chemistry self-concepts. (iii) We were interested in the influence of the context of chemistry classroom and language on self-concept. In line with the literature, we found that a good relationship with the chemistry teacher seems to have a positive impact on chemistry self-concept. Also, the perception of chemistry language and chemistry self-concepts were strongly correlated. Suggestions are made for practical interventions based on these findings.

Effects of career‐related continuous learning: a case study

2008 ◽  
Vol 15 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Jens Rowold ◽  
Sabine Hochholdinger ◽  
Jan Schilling
Keyword(s):  
Job Performance ◽  
Call Center ◽  
Positive Impact ◽  
Learning Climate ◽  
First Year ◽  
Continuous Learning ◽  
Content Type ◽  
Organizational Contexts ◽  
Proposed Model ◽  
The Impact

PurposeAlthough proposed from theory, the assumption that career‐related continuous learning (CRCL) has a positive impact on subsequent job performance has not been tested empirically. The present study aims to close this gap in the literature. A model is derived from theory that predicts a positive impact of CRCL, learning climate, and initial job performance on consequent job performance. In addition, CRCL is hypothesized to mediate the impact of learning climate on final job performance.Design/methodology/approachImplementing a longitudinal approach, this model was tested empirically in a call center context. Within the first year of their respective career, multiple source data were gathered from employees about their formal CRCL activities, their initial performance, as well as their perception about learning climate.FindingsResults indicated that CRCL predicted final job performance and mediated the impact of learning climate on final job performance. A total of 28 percent of final job performance was explained by the proposed model, highlighting the importance of CRCL for organizational contexts.Practical implicationsThe results of this study support the notion that CRCL programs are highly useful for both employees and organizations.Originality/valueFor the first time, the impact of CRCL on job performance is demonstrated empirically.

scholarly journals Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement

2017 ◽  
Vol 4 (1) ◽  
pp. 48 ◽  
Author(s):  
Khurram Shahzad ◽  
Sajida Naureen
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Human Performance ◽  
Positive Impact ◽  
Pearson Correlation ◽  
School Students ◽  
Teacher Self Efficacy ◽  
The Impact

<p>The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60) secondary school teachers and a hundred (100) secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.</p>

scholarly journals IMPACTO DE ESTRATEGIAS DE APRENDIZAJE, AUTOEFICACIA Y GENERO EN EL RENDIMIENTO DEL ALUMNADO DE EDUCACION SECUNDARIA

2016 ◽  
Vol 2 (1) ◽  
pp. 287 ◽  
Author(s):  
Eduardo Barca Enríquez ◽  
Florencio Vicente Castro ◽  
Leandro Almeida ◽  
Alfonso Barca Lozano
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Positive Impact ◽  
Academic Goals ◽  
Personal Variables ◽  
And Gender ◽  
The Impact ◽  
Negative Sense

Abstract:IMPACT OF LEARNING STRATEGIES, SELF-EFFICACY AND GENDER ON ACADEMIC ACHIEVEMENT STUDENT´S SECONDARY EDUCATIONThis paper analyses the impact of personal variables related to learning strategies, in the interaction with the gender, on academic achievement students´ secondary education. The study takes a sample of students from North of Portugal and from Galicia, and the results in a Subscale Academic Goals and Learning Strategies of Refema-57 Scale. The results show that learning strategies and toward self-efficacy have a significant and positive impact on academic achievement, and the superficial strategies (and exams anxiety) become very relevant, but in these cases the impact has a negative sense, and the differences of feminin gender become more relevant. Therefore, the ensemble of personal variables considered in this study explains 30% of total variance of students ´ academic achievement in North of Portugal, and only 12% in Galicia. Here, probably other variables related to family, the school, the curriculum or the teachers become more relevant.Key words: Academic goals, learning strategies, self-efficacy, academic achievement.Resumen:En este trabajo se analiza el impacto de variables personales relacionadas con las estrategias de aprendizaje, en interacción con el género, del alumnado de educación secundaria en su rendimiento académico. El estudio considera una muestra de alumnos de Norte de Portugal y de Galicia, y se ha utilizado la subescala de Metas Académicas y de Estrategias de Aprendizaje y Autoeficacia a partir de la Escala Refema-57. Los datos sugieren que las estrategias de aprendizaje y la autoeficacia se pueden asumir como factores determinantes positivos del rendimiento académico, existiendo también un impacto, pero en sentido negativo, de las estrategias superficiales de aprendizaje (de ansiedad ante los exámenes), siendo las diferencias encontradas mucho más relevantes en el género femenino. Sin embargo, este conjunto de variables personales del alumnado explican en torno a un 30% de la varianza del rendimiento académico global de los alumnos del Norte de Portugal, quedando ese valor en apenas un 12% cuando nos referimos al alumnado de Galicia. En estas muestras de alumnado, otras variables de la familia, de la escuela, del currículo o del profesor tendrán una mayor relevancia.Palabras clave: Estrategias de aprendizaje, autoeficacia, rendimiento académico.

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