OECD理財素養核心能力課架層級分析─以雙北地區國中公民與社會科教師為例
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2023
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本研究主要探討我國雙北地區（臺北市、新北市）國中公民與社會科教師對OECD理財素養核心能力課架（2016）的重要性排序情形，提供給我國於未來發展經濟或理財教育時的可參考之依據。而依照研究目的和問題，進行文獻探討去分析理財素養之定義、意涵與其重要性，亦在文獻探討中涵括了我國與其他國家（包含美國、英國）等理財教育內容；另外，本研究所採用的研究方式為問卷調查法，並以OECD理財素養核心能力課架（2016）作為問卷設計之基礎，針對雙北地區的國中公民與社會科教師進行差異性分析及層級分析研究。以下就本研究結果簡述：一、不一樣背景變項（性別、教學年資、修習理財教育相關課程經驗）的雙北地區國中公民與社會科教師對於OECD理財素養核心能力課架（2016）四大主題的重要性排序未具顯著影響。二、不一樣年齡之雙北地區國中公民與社會科教師對於理財素養核心能力課架（2016）四大主題的重要性排序，僅在【貨幣和交易】上有顯著影響。三、不一樣任教地區的國中公民與社會科教師對於OECD理財素養核心能力課架（2016）四大主題重要性排序，，僅在【貨幣和交易】上有顯著影響。四、不一樣的投資理財實務經驗之國中公民與社會科教師對於OECD理財素養核心能力課架（2016）四大主題重要性排序，僅在【貨幣和交易】有顯著影響。五、雙北地區之國中公民與社會科教師對於OECD理財素養核心能力課架（2016）四大主題的重要性排序依序為：【風險和報酬】、【規劃和管理】、【理財狀況】、【貨幣和交易】。
The purpose of this study is to explore the importance order of the Civic and Society junior-high-school teachers in Taipei and New Taipei city in OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016). Provide a reference for the future development of economics or financial education in my country. According to the research purpose and question, the definition, meaning and importance of financial literacy are analyzed through literature review. The content of financial education in my country and other countries (including the United States and the United Kingdom) is included in the literature discussion. In addition, the research method used in this study is the questionnaire survey method, and the OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016) is used as the basis for the questionnaire design. Finally, Variance of Analysis and Analytic Hierarchy Process were conducted to analyze the data. The conclusions are summarized as follows:1. Civic and Society junior-high-school teachers with different background variables (gender, teaching years and number of financial education-related courses) showed no significant difference in the importance order on six standard topics of OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016).2. Civic and Society junior-high-school teachers with different age only showed significant difference on the standard topic“Money and transactions”of OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016).3. Civic and Society junior-high-school teachers with different teaching regions only showed significant difference on the standard topic“Money and transactions”of OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016).4. Civic and Society junior-high-school teachers with different experience in investment and financial management only showed significant difference on the standard topic“Money and transactions”of OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016).5. The importance order assigned by Civic and Society junior-high-school teachers on four standard topics of OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016) are as follows: “Risk and reward”,“Planning and managing finances”,“Financial landscape”and“Money and transactions”.
The purpose of this study is to explore the importance order of the Civic and Society junior-high-school teachers in Taipei and New Taipei city in OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016). Provide a reference for the future development of economics or financial education in my country. According to the research purpose and question, the definition, meaning and importance of financial literacy are analyzed through literature review. The content of financial education in my country and other countries (including the United States and the United Kingdom) is included in the literature discussion. In addition, the research method used in this study is the questionnaire survey method, and the OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016) is used as the basis for the questionnaire design. Finally, Variance of Analysis and Analytic Hierarchy Process were conducted to analyze the data. The conclusions are summarized as follows:1. Civic and Society junior-high-school teachers with different background variables (gender, teaching years and number of financial education-related courses) showed no significant difference in the importance order on six standard topics of OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016).2. Civic and Society junior-high-school teachers with different age only showed significant difference on the standard topic“Money and transactions”of OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016).3. Civic and Society junior-high-school teachers with different teaching regions only showed significant difference on the standard topic“Money and transactions”of OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016).4. Civic and Society junior-high-school teachers with different experience in investment and financial management only showed significant difference on the standard topic“Money and transactions”of OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016).5. The importance order assigned by Civic and Society junior-high-school teachers on four standard topics of OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016) are as follows: “Risk and reward”,“Planning and managing finances”,“Financial landscape”and“Money and transactions”.
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理財教育, OECD理財素養核心能力課架, 層級分析法, Financial Education, OECD/INFE Core Competencies Framework on Financial Literacy for Youth (2016), Analytic Hierarchy Process