曾永清李麗香2019-08-28不公開2019-08-282010http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0597071224%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88496本研究對象為台北縣某國中七年級學生，主要目的是瞭解理財教育課程教學對其理財素養產生之影響，在研究設計上採不等組前後測設計準實驗研究，將研究對象分成實驗組與控制組進行。過程中實驗組受試者接受十二節課的理財教育課程教學，而控制組受試者則不施予理財教育課程教學。兩組受試者並同時以「理財素養量表」進行前測和後測，藉此探究理財教育課程對七年級學生實施教學是否達成有效影響其理財素養。 本研究資料分析方法採用描述性統計分析法、獨立樣本t檢定、單因子變異數分析、卡方檢定與單因子共變數分析方法統計考驗，研究結果顯示： 1.不同背景變項的學生對理財教育知識、態度之學習成效有不同顯著差異。 2.國中現階段理財教育缺乏整體性的規劃。 3.在排除前測分數經共變數分析，發現實驗組經教學後，其得分均顯著高於對照組。而實驗組學生後測的得分顯著優於前測的得分，顯示本研究的理財教育教學活動，能有效增進實驗組學生的理財知識、態度與行為。 4.學生對於理財教育教學活動持正面肯定的態度，覺得本研究之教學生動有趣且獲益良多。 5.教師理財教育教學的專業成長。 最後本研究之發現，能對教育主管單位、學校教育人員以及學生家長，提供一些具體建言，以及對未來研究之建議。The study is mainly aimed at the exploration of Financial Education Teaching Program to the seventh grade junior high students of one of Taipei Country junior high schools. To know their financial literacy influences upon knowledge, attitudes and behavior implementation by financial education instruction. This design referred to is based on pretest-posttest noncontrol-group quasi-experiment research, devided the subjects into two, as an Experiment Group and a Control Group . In the process of study, an instructional program is relevant to the financial education employed to observational subjects, including 12 hours financial educational teaching. On the contrary, the matched control group did not take any financial educational courses. In the long run, the two groups were both examined for pretest and posttest by Financial Literacy Profile-Revised scale, to clarify the effectiveness between the two groups of financial education program and financial literacy. The statistical analysis methods used include: Descriptive statistics, T-test, One-way anova, Chi-square test, and One-way ancova. The major results could be drawn as follows: 1.The individual experience toward financial literacy knowledge and attitudes have obviously different influences and different from genders and backgrounds. 2.The financial education teaching materials in our country currently lacks for a complete programming. 3.The Experimental Group’s scores by ANCOVA (analysis of covariance) are significantly higher than Control Group through the financial educational program. The post-test scores of the experimental group are apparently higher than the pre-test scores of it. It is showed that the Financial Educational Program obviously increased participants’ knowledge, attitudes and behavior from the financial education. 4.The students in this study hold positive feeling to the financial educational teaching activities, and felt it was interesting and beneficial. 5.Teachers could improve their professional financial educational by teaching. In conclusion, the researcher makes some suggestions to the Education and School Authorities counselors and parents for improvement. The thesis also discusses the future probable problems and their resolutions.理財教育理財素養準實驗研究單因子共變數分析Financial educationFinancial literacyQuasi-experimental designOne-way-ancova