Evaluation of Hands-on and Video Resources for Teaching Economics and Financial Literacy
School Name
Governor's School for Science and Mathematics
Grade Level
12th Grade
Presentation Topic
Consumer Science
Presentation Type
Mentored
Abstract
This paper examines research done on Economics and Financial Literacy teachers in order to discover the most effective type of resource. Teachers were asked to rate several online resources and to answer questions about their general opinions on hands-on resources and video resources used in economics and financial literacy. The means of evaluating these resources involved online surveys sent through e-mail. Although it was found that the effectiveness of each type of resource was fairly the same, teachers preferred hands-on resources. Additionally, they claimed their students preferred hands-on resources. Teachers either taught grades 4 through 5 or high school. The goal of this research was to determine what type of research-hands-on or video- is more effective at teaching economics and financial literacy in the classroom. The results showed that hands-on resources were more effective based on the opinions of teachers since the rubric evaluations had similar mean scores. Surprisingly, the majority of teachers believed that video resources were easier to implement.
Recommended Citation
Namiranian, Mehrwan, "Evaluation of Hands-on and Video Resources for Teaching Economics and Financial Literacy" (2018). South Carolina Junior Academy of Science. 41.
https://scholarexchange.furman.edu/scjas/2018/all/41
Location
Neville 222
Start Date
4-14-2018 11:15 AM
Presentation Format
Oral and Written
Evaluation of Hands-on and Video Resources for Teaching Economics and Financial Literacy
Neville 222
This paper examines research done on Economics and Financial Literacy teachers in order to discover the most effective type of resource. Teachers were asked to rate several online resources and to answer questions about their general opinions on hands-on resources and video resources used in economics and financial literacy. The means of evaluating these resources involved online surveys sent through e-mail. Although it was found that the effectiveness of each type of resource was fairly the same, teachers preferred hands-on resources. Additionally, they claimed their students preferred hands-on resources. Teachers either taught grades 4 through 5 or high school. The goal of this research was to determine what type of research-hands-on or video- is more effective at teaching economics and financial literacy in the classroom. The results showed that hands-on resources were more effective based on the opinions of teachers since the rubric evaluations had similar mean scores. Surprisingly, the majority of teachers believed that video resources were easier to implement.
