Financial literacy in the Ohio K–2 classroom: a mixed methods study

Abstract

ABSTRACT Financial literacy is a concept widely recognised in the middle and high school grade levels, but what does it mean to a primary elementary teacher? This study was a two-phase, mixed-methods research approach that explored Ohio’s kindergarten through second grade teachers’ perceptions regarding the curriculum and instruction of financial literacy. The findings indicated that K–2 teachers see value in teaching financial literacy concepts and skills in their classroom, but they are unsure of the expectations for implementation. Though teachers’ knowledge of financial literacy expectations is limited, teachers were still incorporating money concepts and skills into their classrooms by employing strategies they deemed appropriate. These results indicate a need to inform teachers about the written curriculum regarding financial literacy and ways that they can integrate the content into their current classroom practices.