| Summary: | 碩士 === 國立臺北教育大學 === 社會與區域發展學系碩士班 === 104 === This study focused on an elementary school in the Tucheng District, New Taipei City. Pretest and posttest questionnaires were distributed to 144 sixth graders who used the Han Lin textbook version of social studies. Differences in the teaching effects were identified using quantitative and qualitative methods. The quantitative instruments comprised the pretest and posttest questionnaires. The qualitative information consisted of the teacher’s teaching process, classroom observation log, teaching reflection, as well as the reflection and discussion sheets completed by the students after class. Statistical methods such as descriptive statistics, one-way analysis of variance, and the paired-samples t test were employed in the data analysis. The following results were obtained from the analysis of qualitative data and investigation of quantitative information.
1. Significant differences were found in the financial literacy of Experimental Group A (which received collaborative learning), Experimental Group B (which received web-aided instruction), and Control Group C (which received didactic instruction). Overall, the applied financial management courses improved the financial literacy of the research participants, but specific learning outcomes varied by group. Group A obtained the most favorable learning outcome, followed by Group B.
2. This study observed that, compared with didactic instruction, applying collaborative learning and web-aided instruction to financial management courses led to higher recognition and interest from the participants, thereby enhancing their learning motivation and class participation.
3.When designing financial education courses, utilizing the advantages of various instructional strategies and supplementing them with diverse learning resources can not only help instructors dexterously implement financial education, but also assist students in cultivating healthy financial literacy.
According to the above analysis, the researcher makes suggestions to curriculum design, teaching, textbook editing units, and future research, respectively.
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