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Using Peer-Led Workshops in Improving Financial Literacy of Elementary School Children
Mon, April 12, 2:50 to 4:20pm EDT (2:50 to 4:20pm EDT), Division C, Division C - Section 1b: Humanities, Social Sciences, Fine Arts Paper and Symposium SessionsAbstract
The purpose of this study was to investigate the effectiveness of a peer led teaching model to improve personal financial knowledge of elementary school children. Sixty students (7-9 years) attending a charter school in New Jersey participated in this study. The teens who conducted the workshops were trained juniors and seniors in high school. The students completed a 20-item multiple choice questionnaire comprising of questions about earning income, savings, spending/credit and money management prior to and after a series of 4 workshops over a period of one month at the school. Paired t-test showed significant differences in earning income, savings, spending/credit and money management (p < .001), pre and post workshops and children had gained significant knowledge post workshop.