| Summary: | 碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 98 === The aim of this study was to investigate the effectiveness of activity-based instructions on the financial education in the junior high schools. First, the study explored the basic perspectives, the curriculum contents and planning, the lesson plans and the implement on the financial education in junior high schools in England, the US, Australia, and Japan by reviewing the literature. Second, the study examined the relationships between the students’ financial literacy and their genders, schools, and the parental socio-economic status, and then inquired the model of activity-based instructions on the financial teaching in the junior high schools. Finally, the effectiveness of implementing the financial education in the junior high schools was discussed.
The experimental curriculums were carried out in two schools at different regions. 256 9th grade students responded to “Junior High School Students’ Perceptions of Managing Finances Questionnaire.” In the quantitative design, One-way ANCOVA was adopted to show the differences between before and after the experimental curriculums. After completing the curriculums, 16 students and 4 teachers participated in interviews. The data collected from questionnaires and interviews were analyzed quantitatively and qualitatively.
Results are generalized as follows:
1. The status of the junior high school students on financial literacy
The teacher interviewees in both schools all think that the students lacked of financial literacy. Furthermore, the relationships between students’ demographic variables and their financial literacy are as follows.
（1）There was no statistically significant difference between males and females.
（2）Statistically significant differences existed between two schools.
（3）No statistically significant difference among different socio-economic statuses was shown.
2. The effectiveness of activity-based instructions on the financial teaching in the junior high schools
（1）The activity-based instruction promoted students’ learning motivations and effectiveness.
（2）Students learned and enriched their important financial knowledge by experiencing.
（3）The activity-based instruction developed students’ cooperative abilities and improved the involvement in the learning process.
（4）The activity-based instruction helped teachers use the teaching skills well and adequately. Moreover, it provided another way to evaluate students’ performances.
3. The teachers and most students in the experimental group gave positive feedback to the experimental curriculums.
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