Development of An Instructional Package Based on Situated Learning Theory to Enhance Financial Capability of Upper Secondary Students
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Abstract
This research aimed to 1) develop an instructional package based on situated learning theory to enhance upper secondary school students’ financial capability, and 2) study the effectiveness of the developed package. The target group consisted of 10 volunteers upper secondary students from a demonstration school. The experimental instrument was the developed instructional package, and data were collected using a financial capability assessment and qualitative data records. The data were analyzed using the Wilcoxon Signed-Rank Test, relative gain scores, and content analysis. The findings were as follows: 1) The developed instructional package is a systematic integration of activities, media, instructional procedures, and user guidelines. Its components include: principles, objectives, instructions, eight sequential instructional activities progressing from familiar to more complex financial topics, media and resources, and assessment methods. In this process, the instructor designed scenarios tailored to the students' financial contexts, allowing students to set goals, confront the scenarios and reflect on their financial decisions and actions. 2) Students' post-implementation mean scores for financial capability were significantly higher than their pre-implementation scores (p < .05). Students showed significant development in their ability to make decisions and regulate their own financial actions. Furthermore, qualitative analysis indicated that designing scenarios to be related to the students' real-life contexts enabled them to demonstrate appropriate and concrete financial behaviors.
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