Investigating Students' Behaviors and the Association With Demographic Backgrounds in the PISA Financial Literacy Test

• In Event: Computer and Internet Applications in Education Poster Session

Abstract

The aim of the study is to explore students’ behavioral patterns in the financial literacy (FLT) cognitive test and investigate their association with students’ educational and economic background. The analyses were performed on the log data of Canadian students’ (n=3,264) PISA 2018 FLT cognitive test responses and their response data in the student survey. Clustering analysis was conducted to group students based on different family educational and economic background. One-way ANOVA was performed to examine behavior differences among clusters. Findings revealed that family educational and economic background did not influence students’ FLT test performance or time to first action. However, students with higher levels of socio-economic status show a trend of using more time and trials to finish the test.

Authors

• Qin Wang, University of Saskatchewan

• Chang Lu, Shanghai Jiao Tong University

• Amin Mousavi, University of Saskatchewan