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An action research study on the curriculum of money management in the junior high school
money management curricula
The way youngsters in the school - where the author teaches - spend their money, and the increasingly ubiquitous credit card debts among users, were the motivators of this pioneering research. The author aims to create a set of money management curricula suitable for middle school students that can be effectively applied to their spending, in hopes of ensuring self-fulfillment and a rewarding family life. The author also hopes to upgrade his teaching through curricula implementation in his future career. Author of this paper explored money management curricula guidelines established in four different countries (the U.K, the United States, Australia, and Japan), the teacher's handbooks released by three textbook publishers in Taiwan, and finance management education program designs launched by the Financial Supervisory Commission, R.O.C (Taiwan), and integrated education psychologist Benjamin Bloom's taxonomy of three "domains": cognitive (money use, the importance of saving, recognizing the difference between wants and needs, and consumer rights), affective (responsibilities and mores), and psychomotor (budgeting, bookkeeping, and consumer behavior). Further, the paper also identifies several capability indicators, including Integrative Activities Learning Areas, Home Economics Education, and Family Education Curricula Guide for Primary and Secondary Schools. This study adopts an "Action Research " for its methodology. The whole set of curricula consists of four units. During the five-week program, the author began applying the innovative curricula to three classes of ninth graders, where he teaches, during the once-a-week home economics class. Two teachers from the same school were invited to a co-op sit-in as observers. Data amassed for further analysis include: students' feedback reports, students interviews, observers' assessment, observers interviews, and reflection of the author. The author modified curricula outlines accordingly after each session concluded, and applied the modified version to the next class. The author identifies several research indicators as follows: 1. Age-appropriate money management curricula for middle school students Cognitive, affective, and psychomotor domains must be given equal emphasis in curricula design. Key concepts must be integrated into each unit systematically to enrich author's action research process. Meanwhile, to inspire learning, the curricula must be resonant with students' life experience, and taught through a thoughtful, viable approach. Lastly, other than motivating students to better manage their money, teachers must also empower students with necessary problem-solving skills to tackle life's many challenges. 2. Effective application Many students expressed an willingness to apply what they learned to real life, and improve their management of money accordingly. They also hoped to encourage their loved ones to adopt principles taught in the curricula, and thus improve family living. Lastly, they indicated an intent to carry out what they learned in class in their future family-building journeys. 3. A paradigm shift The author found the innovative curricula teaching beneficial to his teaching. He modified the curricula based on issues identified during implementation, and created new curricula more suitable for the students. He learned to enrich his curricula by collating useful teaching materials. And, instead of cramming textbook information, he learned to guide his students to identify crucial points in the new curricula designs. Also, he participated in communities of teachers to upgrade his teaching, and understood ways to make his curricula design more student-centric.
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