Ortaöğretimde verilen finansal okuryazarlık eğitiminin, öğrencinin finansal bilgi, tutum ve davranışına etkisi: Batman ilinde bir araştırma
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Tarih
2023-11-19
Yazarlar
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Cilt Başlığı
Yayıncı
Batman Üniversitesi Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı; ortaöğretim kurumlarında öğrenim gören öğrencilerin finansal okuryazarlık
seviyelerini ölçmek ve ortaöğretimde verilen finansal okuryazarlık eğitimleri ile finansal bilgi, tutum ve
davranış arasındaki ilişkiyi ortaya koymaktır. Çalışma; Batman ilinde, finansal okuryazarlık dersleri verilen
ve verilmeyen genel ve mesleki lise türlerinde, 2022-2023 Eğitim Öğretim yılında örgün öğretimdeki 15-
19 yaş aralığındaki 474 öğrenci üzerinde yürütülmüştür. Çalışmada; öğrencilerin finansal okuryazarlık
düzeyleri, para davranış algıları, para yönetim özyeterlik algıları, finansal bilgi seviyeleri olarak üç
bileşende ölçülmüş ve araştırma konusu öğrencilerin farklı sosyoekonomik ve eğitsel nitelikleri ile
ilişkilendirilerek incelenmiştir. Araştırmada; öğrencilerin finansal okuryazarlık açısından, para yönetim
özyeterlik algıları ve para davranış algıları ortalamanın üzerinde, finansal bilgileri orta düzeyde başarılı
bulunmuştur.
Çalışmada, Güvenç (2016) tarafından geliştirilmiş olan “Finansal Okuryazarlık ve Para Yönetimi
Algısı Ölçeği” veri toplama aracı olarak kullanılmıştır. Araştırmada toplanan veriler, SPSS 26.00 Programı
ile t-test, ANOVA, Welch ve Post Hoc testlerinden Scheffe Test kullanılarak analiz edilmiştir. Araştırmada;
lise öğrencilerinin finansal bilgi, tutum ve davranış düzeyleri ile yaş, anne ve babanın eğitim düzeyi, kişisel
gelir ve ailenin geliri arasında istatistiki bir anlamlılık ilişkisi bulgusuna ulaşılamamıştır. Buna karşın,
cinsiyet değişkeninde erkek katılımcıların kadın katılımcılara göre finansal tutum başarılarında anlamlı fark
gözlenmiştir. Okul türleri değişkeninde ise Meslek Lisesi öğrencilerinin finansal davranış başarısında genel
lise öğrencilerinden anlamlı bir şekilde farklılaştığı, Genel lise öğrencilerinin ise finansal bilgi başarısında
Meslek lisesi öğrencilerinden farklılaştığı sonucuna ulaşılmıştır. Finansal okuryazarlık içeren derslerin
alınıp alınmaması durumunda finansal okuryazarlık başarısının değişiminin ölçümünde ise, Mesleki
Gelişim Atölyesi dersini alan öğrencilerin finansal okuryazarlık dersi almayan öğrencilere göre finansal
bilgi ve davranış başarısında pozitif yönlü farklılaştığı sonucuna ulaşılmıştır.
Araştırma bulguları çerçevesinde; lise öğrencilerinin finansal okuryazarlık düzeylerinin bireylerin
sosyoekonomik ve eğitsel özelliklerine göre farklılık gösterdiğine ulaşılmıştır. Özellikle okul temelli
finansal eğitimin yararı, finansal okuryazarlık içeren dersleri alanların test başarısında ortaya çıkmaktadır.
Bu çerçevede elde edilen verilerin, liselerde seçmeli veya zorunlu finansal okuryazarlık eğitimlerinin
planlanmasında katkı sağlayabileceği düşünülmektedir.
The purpose of the research is to measure the financial literacy levels of students in secondary education institutions and to reveal the relationship between financial education provided in secondary education and financial knowledge, attitudes, and behaviors. The study was conducted in Batman province among 474 students aged 15-19 in the 2022-2023 academic year in both general and vocational high schools, where financial literacy courses were both taught and not taught. In the study, students' financial literacy levels, perceived self-efficacy in money management, perceived money behavior, and financial knowledge were measured in three components and analyzed concerning students' different social, economic, and educational characteristics. In terms of financial literacy, students were found to have above average perceived self-efficacy in money management and money behavior, with a moderate level of financial knowledge. In the study, the "Financial Literacy and Money Management Perception Scale" developed by Güvenç (2016) was used as the data collection tool. The data collected in the research were analyzed using t-tests, ANOVA, Welch, and Scheffe Test post hoc tests in the SPSS 26.00 program. The research did not find a statistically significant relationship between high school students' financial knowledge, attitudes, and behaviors and age, parents' education level, personal income, and family income. However, in the gender variable, there was a significant difference in financial attitude success, with male participants outperforming female participants. Regarding school types, it was found that vocational high school students significantly differed from general high school students in financial behavior success, while general high school students differed from vocational high school students in financial knowledge success. When measuring the change in financial literacy success concerning whether financial literacy courses were taken, it was found that students who took the Vocational Development Workshop course had a positive differentiation in financial knowledge and behavior success compared to students who did not take financial literacy courses. Based on the research findings, it was concluded that the financial literacy levels of high school students vary according to individuals' socioeconomic and educational characteristics. The benefit of school-based financial education, especially, becomes apparent in the test performance of those who take courses involving financial literacy. Within this framework, it is believed that the data obtained can contribute to the planning of elective or mandatory financial literacy education in high schools.
The purpose of the research is to measure the financial literacy levels of students in secondary education institutions and to reveal the relationship between financial education provided in secondary education and financial knowledge, attitudes, and behaviors. The study was conducted in Batman province among 474 students aged 15-19 in the 2022-2023 academic year in both general and vocational high schools, where financial literacy courses were both taught and not taught. In the study, students' financial literacy levels, perceived self-efficacy in money management, perceived money behavior, and financial knowledge were measured in three components and analyzed concerning students' different social, economic, and educational characteristics. In terms of financial literacy, students were found to have above average perceived self-efficacy in money management and money behavior, with a moderate level of financial knowledge. In the study, the "Financial Literacy and Money Management Perception Scale" developed by Güvenç (2016) was used as the data collection tool. The data collected in the research were analyzed using t-tests, ANOVA, Welch, and Scheffe Test post hoc tests in the SPSS 26.00 program. The research did not find a statistically significant relationship between high school students' financial knowledge, attitudes, and behaviors and age, parents' education level, personal income, and family income. However, in the gender variable, there was a significant difference in financial attitude success, with male participants outperforming female participants. Regarding school types, it was found that vocational high school students significantly differed from general high school students in financial behavior success, while general high school students differed from vocational high school students in financial knowledge success. When measuring the change in financial literacy success concerning whether financial literacy courses were taken, it was found that students who took the Vocational Development Workshop course had a positive differentiation in financial knowledge and behavior success compared to students who did not take financial literacy courses. Based on the research findings, it was concluded that the financial literacy levels of high school students vary according to individuals' socioeconomic and educational characteristics. The benefit of school-based financial education, especially, becomes apparent in the test performance of those who take courses involving financial literacy. Within this framework, it is believed that the data obtained can contribute to the planning of elective or mandatory financial literacy education in high schools.
Açıklama
Anahtar Kelimeler
Finansal Bilgi, Finansal Davranış, Finansal Eğitim, Finansal Okuryazarlık, Finansal Tutum, Financial Knowledge, Financial Behavior, Financial Education, Financial Literacy, Financial Attitude
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Alkan, R. (2023). Ortaöğretimde verilen finansal okuryazarlık eğitiminin, öğrencinin finansal bilgi, tutum ve davranışına etkisi: Batman ilinde bir araştırma. (Yayınlanmamış Yüksek Lisans Tezi). Batman Üniversitesi Lisansüstü Eğitim Enstitüsü, Batman.
