Title

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.

Location

Neville 222

Start Date

4-14-2018 11:15 AM

Presentation Format

Oral and Written

COinS
 
Apr 14th, 11:15 AM

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.