Vol. 11 Issue 4
Year:2016
Issue:Mar-May
Title:Effects of Multimodal Instruction on Personal Finance Skills for High School Students
Author Name:Steffani P. Dyer, Dawn T. Lambeth and Ellice P. Martin
Synopsis:
The purpose of the current research study was to compare the use of interactive instruction to direct instruction on the acquisition of personal finance skills for high school students. Participants were 45 high school seniors who were divided into a Traditional and an Interactive Instruction group. The 9-week research study measured the impact that interactive instruction had on students' achievement in acquiring personal finance skills, students' attitudes toward personal finance instruction, and student's engagement in learning personal finance skills. The data collection instruments included a pre-test and post-test, a Likert-scaled attitude survey, an engagement checklist, and field notes detailing qualitative observations of students' behaviors. Results indicated no significant statistical difference on achievement test scores between the groups, but a medium effect for practical significance. Students' attitudes toward instruction changed as a result of the type of instruction they received and students' engagement was statistically higher for the interactive instruction group.
Year:2016
Issue:Mar-May
Title:Effects of Multimodal Instruction on Personal Finance Skills for High School Students
Author Name:Steffani P. Dyer, Dawn T. Lambeth and Ellice P. Martin
Synopsis:
The purpose of the current research study was to compare the use of interactive instruction to direct instruction on the acquisition of personal finance skills for high school students. Participants were 45 high school seniors who were divided into a Traditional and an Interactive Instruction group. The 9-week research study measured the impact that interactive instruction had on students' achievement in acquiring personal finance skills, students' attitudes toward personal finance instruction, and student's engagement in learning personal finance skills. The data collection instruments included a pre-test and post-test, a Likert-scaled attitude survey, an engagement checklist, and field notes detailing qualitative observations of students' behaviors. Results indicated no significant statistical difference on achievement test scores between the groups, but a medium effect for practical significance. Students' attitudes toward instruction changed as a result of the type of instruction they received and students' engagement was statistically higher for the interactive instruction group.
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