Financial Course Research Articles

Defining the Area of Knowledge for Financial Literacy: The Influence of Financial Courses on Materialism

Numerous studies have foundthatfinancial literacy may assist in averting irresponsible spending that linked to materialistic values. However, the area of knowledge that delivers financial literacy varies among studies. The study determines whether credit hours of financial courses,namely, economics, finance and accounting, affect materialism. Consequently, three moderator variables namely gender, year of study and financial sponsorship, were added into the analysis. A survey was conducted on 1022 business undergraduates in Universiti Pendidikan Sultan Idris using money attitude scales as a proxy to measure materialism. Findings indicate that there werenodirectcorrelations between credithoursof financial courses cumulatively or individually, with materialism scores. However, when the year of studyvariable,specifically fourth-year students category, wasinserted as a moderating effect, all three financial courses credit hours were found to be negatively correlatedwith materialism score. The findings demonstrate that accounting courses credit hours affect all materialism dimensions. Meanwhile, three and two materialism dimensions negatively correlated with economic and finance courses, respectively. It indicates that final year students materialistic values lessen as particular financial courses credit hours increased. The findings may provide input to financial literacy modules to mitigateyoung-executive debt crises.

Evaluation of Students Performance using Fuzzy Set Theory in Online Learning of Islamic Finance Course

<p class="0abstract"><strong>Abstract—</strong>The objective of this study is to evaluate student performance using fuzzy set theory in Islamic Finance online course. This study focuses on selecting best individual among 30 students that registered for Islamic Bank Management course. The variables that involved in this study are online quiz marks, online assignment marks and online self-learning time. The outcome of the fuzzy set analysis was compared with final examination data. The methodology of this study involving converting real data to fuzzy set, intersection calculation, decision analysis using maximizing approach. Result of fuzzy set shows the best individual score is 0.9. This student selected as best candidate for student performance in online learning with considering three variables namely online quizzes, online assignment and online self-learning hour. The comparison with final examination marks shows a good agreement with fuzzy set theory that concluded best individual from fuzzy set theory exhibits highest performance during final examination. The main finding of this study can help educators to predict the best performer in online learning class. In the same time, finding of this study can act as guideline to advise students in achieving their desired grade for online learning course.</p>

Paying for College and Teaching Your Peers: An Approach for Deeper Learning

This paper reports on a project that investigate the impact of a near-peer teaching intervention on undergraduate students’ understanding of student loans and college expenses. The research is a pilot study based on a small sample size of undergraduate students. The sample consists of the 38 students enrolled in an undergraduate personal finance course at The Ohio State University in Spring 2019. Students completed a two-workshop, near-peer teaching project at a local high school on the topic of “costs of college”. Follow-up survey responses document the effectiveness of the project for the undergraduate students’ learning of key personal finance topics and of useful professional skills.

Learning by Giving in an introductory economics of altruism course

Supported by the Learning by Giving Foundation or other philanthropic sources, many college courses are allowing students to give away charitable grants to nonprofit organizations. In this article, the author shares the experience of a Learning by Giving Economics of Altruism class taught at an introductory level. The class is taught using best practices from service-learning, and its course design, curricular content, challenges, and outcomes are discussed. The class provides the unique opportunity to teach microeconomic principles to a diverse population of students while making a positive impact on the community. Data show that student learning and overall experience with the service-learning exceed their initial expectations. Increasingly, universities are offering classes that allow students to give away real philanthropic dollars. Classes incorporating philanthropic grant-giving are found in a number of disciplines ranging from public policy and business to social work and philosophy. Just like their counterpart courses in economics and finance that enable students to invest real money to maximize profit, these classes focus on effective investments that maximize social impact. An introductory course on the Economics of Altruism lends itself to this approach because the process of giving away money brings up many economic concepts, including utility maximization, allocation of resources, behavioral economics, social welfare, game theory, and measures of effective philanthropy. These topics appeal to today’s Generation Z (post-Millennial) college students who are characterized by a community-centered, social-change mindset (Grace and Seemiller 2016; Uche 2018). In the course, students actively engage with community organizations as they consider how to allocate a $10,000 grant from the Learning by Giving Foundation. While such a course can easily be targeted to higher-level students, the following details how the Learning by Giving model has been incorporated into an introductory course on the Economics of Altruism. I offer a practical discussion of the course design, challenges, and outcomes of the course based on five years of experience. The class relies heavily on best practices in service-learning in order to impact learning outcomes.

Does Accounting and Finance Courses Enable Soft Skill Learning? A Mediation Study

Accounting and finance courses are critical to any management programs as they are relevant to other vocational courses. Does these courses help in improving soft skills also? This is a question which is not much probed in literature and is the focus of the study. The objective of the research is to analyze the effect of two independent variables (interest of students and their educational/professional background) on the soft skill learning in accounting and finance courses under the mediating effect of readiness for the course and the technical learnings from the course. The research is based on a survey of respondents from three stakeholders (students, faculty and professionals) and uses regressions to analyze single variable and multi variable mediations. The study found a suppression effect of interest of students on soft skill learning in the presence of technical learning. Also, soft skill learning was found to be positively affected by educational/professional background of students, readiness of students to take the course and technical learning, taken together. The findings of the study would enable business schools to prepare a better curriculum for enhanced learning in accounting and finance courses, which ultimately affects the three stakeholders.

REQUIREMENTS OF LEARNING ARABIC LANGUAGE AMONG ISLAMIC FINANCIAL STUDENTS ERA 4.0

The issue of Arabic language proficiency among students of Higher Education Institutions (HEIs) is a concern as the majority of students are still poor at mastering and understanding Arabic terms. The Arabic language learning and teaching sce nario is based solely on the basic courses taken to qualify for the graduation process. The purpose of this study is to identify the Arabic language learning needs among Islamic Finance students in USAS era 4.0. The study was a public survey of 60 undergraduate students in Islamic Finance using a self-administered questionnaire conducted by a researcher who has been certified by an expert in the field. The research questionnaire was divided into 3 main sections: identifying the respondents’ background, students' knowledge of Arabic language and their Arabic language learning needs. This data is analyzed using descriptive statistics of frequency and percentage only. The findings showed that Arabic knowledge of Islamic finance course information had the highest frequency and percentage of n = 35; 58.3%. Whereas the Arabic language learning needs show the highest frequency and percentage are related to the manual or module of learning Arabic for n = 45; 75%. In conclusion, the findings of this study are proposed as a guide to develop the development of Arabic language modules for a more robust study in Malaysian HEIs.

Implementing the Flipped Classroom in an Undergraduate Corporate Finance Course

This study analyzes flipped mode of instruction in Corporate Finance. In the current environment, with many students in quarantine and greater emphasis on self-study, it is even more relevant to understand how students understand and retain concepts derived from online environment. In this study, performance of students in flipped mode is compared with the performance in traditional lecture-style. In flipped class, students watched a brief video-lecture, took an online assessment quiz prior to attending an interactive discussion-based class session, unlike the traditional lecture style. The results of this study suggest that with flipped mode, most students take greater responsibility of their learning, prefer hands-on learning, achieve more and feel more satisfied with their performance. However, there is no statistical difference in the test scores of students in the flipped classroom as compared to the traditional classroom.

RETRACTED: Research on intelligent teaching of finance based on hypermedia

With the rapid development of the financial industry, the total social demand has changed greatly, so it is imperative to cultivate talents in the financial industry. The arrival of information society promotes the development of social economy, and the traditional teaching methods have been difficult to meet the current situation. Under the promotion of national education policy, the construction of online open high-quality courses has made significant advantages, which further promotes the research of financial intelligent teaching based on hypermedia. Based on the analysis of the traditional teaching in our country, combined with the knowledge of economics and finance as the content carrier of the intelligent teaching system, a virtual teaching model is established to realize the research and development of the intelligent teaching system of finance. First of all, through reading a lot of relevant literature to understand the development trend and disadvantages of the development of online intelligent system at home and abroad, so as to compare the achievements of traditional financial teaching and intelligent teaching system, and explore the applicability of traditional teaching principles and related theories in guiding the construction of open courses of intelligent network system. Secondly, it summarizes the key elements and basic principles of the course design, and how to apply them to practical teaching. By combining the learning situation of the platform course in the form of questionnaire, it summarizes and analyzes the problems and deficiencies in the construction and learning process of the intelligent teaching finance course teaching design. Through the research of this paper, it is concluded that the financial intelligent teaching based on hypermedia can effectively promote the participation of students, improve the construction of curriculum resources, and reduce the pressure of traditional teaching.

Do High Schools Choose Financial Education Policies Based on Their Neighbors?

Financial Education courses required for high school graduation make a difference in students' future financial lives. Given that schools exercise local control, there are a variety of types of courses offered and required by US high schools. It remains unclear why and where this variation exists. Using a novel data set of unique high school personal finance course offerings and requirements paired with distances between high schools in the US, we approximate a network of nearby peer high schools. We use this network of peer schools to measure the potential influence of nearby schools on an individual high school's decision to offer financial education courses. We find that high schools are more likely to require or offer financial education courses similar to those of their peer schools. Having an additional peer that incorporates financial education into their curriculum makes it more likely a high school will change their curriculum to do the same. This is true across types of courses: required standalone courses, required courses that incorporate but do not solely focus on personal finance, and standalone electives. The results indicate that schools' nearby peers are related to what types of services to offer their students, and these networks are more predictive than economic or demographic characteristics of the school in determining personal finance course requirements. Local networks can potentially provide momentum in expanding access to financial education.

The evolution of financial intermediary theory and the redesign of undergraduate finance course content system

The new situation of the development of the financial system after the global financial crisis has put forward new requirements for innovation in the traditional macro finance curriculum system. This paper combs the historical process of the integration of financial and macroeconomic analysis from the perspective of the history of economic analysis, pointing out that the traditional financial course content system lags behind the development of modern economic and financial systems and financial theory, and proposes to optimize traditional financial courses system to strengthen the content construction of macro finance courses.

World of EdCraft: Challenges and Opportunities in Synchronous Online Teaching

Online teaching at higher educational institutions has become a much higher priority in the face of the COVID-19 pandemic, but most faculty and staff at these institutions are ill-prepared to adapt their teaching methods and content to this new medium. In this article, we describe our approach to dealing with the challenges and opportunities of synchronous online teaching by borrowing ideas and tools from the gaming community. The gamification of education is a well-known concept, but we found few applications in higher-education settings to rely on when we were forced to move online in March 2020. We hope to remedy this gap by providing colleagues with a step-by-step guide to setting up their own home studios, including a complete listing of the software and hardware that we use and how we use them in three distinct online teaching applications: a large (90-student) graduate healthcare finance course at MIT, an even larger (200-student) undergraduate statistics course at the University of Tennessee Knoxville, and a medium-sized (50-student) graduate operations management course at MIT.

Research on the Strategy of Course Construction of Finance Specialty under the Background of "New Liberal Arts" Construction -- Take Auto Insurance for Example

Under the background of "new liberal arts" construction, there is a single teaching mode and insufficient innovation ability in the course construction of finance major.Lack of teachers, lack of comprehensive teachers;Disconnection between talent cultivation and practice;Unscientific assessment and imperfect incentive system.Therefore, it is necessary to increase practical courses,add situational teaching, adjust the curriculum and optimize the evaluation mechanism to promote the optimization of finance courses.

Student engagement and social media in tertiary education: The perception and experience from the Ghanaian public university

Abstract The use of social media across the educational setting is on the rise. Subsequently, the body of research on this topic is vivacious and rising. Recent study has discussed the chances associated with the use of social media instruments in the classroom, but has not examined students’ own views on the role of social media in enhancing their educational experience. This study explores students’ perception on social media as an effective teaching instrument. The respondents, undergraduates from the University for Development Studies, took a banking and finance course and were asked about their social media usage, their preferences and their perception concerning the use of social media in tertiary/higher education. Other qualitative data on students were collected to explore the motivations for using social media in education and the views of teachers and universities. The results divulge the openness of using social media in education, uncover the interaction and information motivation of its use, and provide theoretical and pedagogical significance. Notably, we offer understandings into how educators can strategically incorporate social media tools into the classroom as well as how the use of social media can potentially affect students’ views of the instructor and the university.

Improving the level of financial literacy and the influence of the cognitive ability in this process

There is no consensus in the literature on the effect of personal finance courses on individuals' financial literacy level. This research analyzes the influence of a personal finance course of 72 class hours per semester on the financial literacy level of Brazilian undergraduate students and also analyzes the influence of the cognitive ability on this learning process. We performed a quasi-experiment and we used an approach of difference in differences in which we compared the results obtained by the same students in two distinct groups (students who participated in the course and students who did not participate). From the results, treatment group participants significantly increased the level of financial literacy, considering the three dimensions assessed: financial knowledge, attitude, and behavior. However, the individuals with higher cognitive ability did not present higher levels of learning when compared to the others. Additionally, in order to visualize in practice the influence of financial literacy, we tested whether the personal finance course was also able to reduce the bias of a behavior called disposition effect. The results indicated that the course worked as a debiasing strategy for this bias.

The Effect of Personal Finance Education on The Financial Knowledge, Attitudes and Behaviour of University Students in Indonesia

There is much debate about the impact of personal finance education on financial knowledge, attitudes and behaviour, particularly based on studies in the United Kingdom (UK) and United States of America (US). This paper makes a contribution to this debate, drawing on analysis of a survey of 521 undergraduate students at Bogor Agricultural University (IPB) in Indonesia in 2015. As part of that study, we measured the impact of a 14-week personal finance education course on financial knowledge, attitudes and behaviour. Our findings show that, when controlling for other factors, the personal finance course did, indeed, have a positive and statistically significant impact on financial knowledge. However, there was no statistically significant impact of the course on financial attitudes or behaviour. Our analysis also shows that family financial socialisation was an important driver of financial knowledge, attitudes and behaviour while other drivers of financial behaviour included income, work experience, year/field of study and discussing money with friends. We do not argue here that formal financial education is unimportant but that its role in changing attitudes and behaviour should be considered carefully if this is, indeed, its aim.

THE EFFECT OF ATTITUDE, SUBJECTIVE NORMS AND CONTROL OF BEHAVIOR TOWARDS INTENTION IN SHARE INVESTMENT

The development of the stock market has been dominated by individual. The decision-making process in investment actions is influenced by various individual characteristics and systematic factors are important elements that have an important influence on investors' financial decision making. Stock purchases can be influenced by attitudes, subjective norms and biases from past experiences. Stock investment is starting to be of interest to scholars. This study aims to determine and analyze the effect of attitudes, subjective norms and behavioral control on investment intentions in the capital market. The population that will be used as the research object is scholars in Malang, who have already been familiar with finance courses. The sampling method used was purposive sampling, namely determining the sample according to the research objectives. Data analysis is used to determine the effect of independent variables on the dependent variable, which is analyzed using path analysis with PLS. The result show that attitudes, subjective norms and behavioral control have an influence on the intention to invest in shares investment.

Measuring islamic financial literacy and discovering its relations with entrepreneurship among university students in Turkey

Financial Inclusion is one of the important parts of the financial system that has been the subject of many researches, especially the world bank. Inclusion in the financial system is less in developing and less developed countries than in developed countries. Although there are many reasons for this, one of the important reasons is the low level of financial literacy. Islamic Financial Literacy is a concept that requires knowledge about the Islamic financial system and can contribute positively to financial inclusion. Various researches have been conducted on this concept, which differs from financial literacy in certain aspects. This research has several goals. First, in Turkey it aimed to determine students' reading of Islamic financial literacy levels in various university faculties. Secondly, it is aimed to investigate the relationship between Islamic financial literacy level and financial attitude and behavior. Third, the impact of Islamic financial literacy on the entrepreneurial trend has been predicted. Finally, determining whether the level of Islamic financial literacy differs according to various demographic factors, especially the faculty variable, whether it is taking finance, or Islamic finance courses, is among the sub-objectives of the study. The universe of the research consists of students studying in the third and fourth grades of the faculties of business, engineering and theology at Düzce University. Sampling was done in the research and snowball sampling method was preferred. 513 questionnaire data obtained within the scope of the research were analyzed with SPSS 25 package program. As a result of the research, Islamic Financial Knowledge levels and Islamic Financial literacy were gauged. It was determined that the Islamic Financial Knowledge levels and Literacy were quiet low among students. Accordingly, the results of the study indicated that students taking Islamic finance courses had high Islamic finance literacy. In addition, it was concluded that the Islamic Financial Knowledge Level and the Islamic Financial Literacy Level varied significantly according to the faculty, gender and family income level. Lastly, looking attractiveness did not put a difference on Islamic financial knowledge, it provided a statistically significant relationship between those looking attractive to entrepreneurship and those not looking attractive to entrepreneur with respect to Islamic financial literacy level.

Do Business Administration degrees encourage entrepreneurship and strengthen connection with business incubators?

PurposeFirst, this paper aims to study the extent to which students in business administration degrees are aware of the characteristics of the business ecosystem. Second, the degree of knowledge of the benefits resulting from the interaction between the university-based business incubators and the universities are studied.Design/methodology/approachTo focus the discussion, a survey is conducted, asking students their preferences as future professionals, as well as their knowledge about specific sources of financing, namely, venture capital and crowdfunding and other networks useful to foster the creation of companies such as business incubators.FindingsResults reveal that the students under study mostly prefer to work as employees in a company. Additionally, these results suggest a poor knowledge from students regarding specific aspects related to entrepreneurship and, more specifically, business incubators. These empirical results underline the need to shift the focus of subject programmes towards a greater focus on entrepreneurship. Additionally, the results also draw attention to the need of fostering the relationship between business incubators and universities, so that students become aware of the support that these networks can provide to entrepreneurs in the early stages of business projects.Research limitations/implicationsThe data analysis for this study is built based on a survey of students attending specific finance courses at a Spanish public university. It is worth noting that in this study we have based on the supply side whereby future research might focus on the point of view given by the firm’s recruitment of business administration students. In addition, to strengthen the conclusions drawn from this study, further research should increase the sample period and the outcomes achieved at other universities in different regions.Practical implicationsIn terms of policy implications, the empirical findings highlight the relevance of understanding the effectiveness of entrepreneurship programmes, given the budgetary expenditure involved in entrepreneurship education.Originality/valueThe relevance of the issue has been highlighted through a literature review of the past 10 years. In terms of policy implications, the empirical findings highlight the relevance of understanding the effectiveness of entrepreneurship programmes, given the budgetary expenditure involved in entrepreneurship education.

The Impact of Islamic Economics and Finance Courses on Islamic Financial Literacy

<p class="Abstract">The present study seeks to investigate the impact of Islamic economics courses on Islamic financial literacy of university students. Additionally, it intends to compare Islamic financial literacy of those who have taken Islamic economics and finance courses and those who have not. With respect to the approach, the current study employed a quantitative approach to explain the linkage between the two variables. The population of the present study was all currently enrolled students of public universities in Padang particularly those from the faculty of economics and business. A self-administered questionnaire had been used to collect primary data. From the total distributed questionnaire, 300 of them were completed and included in the sample. As a result the respond rate is 71.3%. The results show 145 respondents are in the category of having poor Islamic financial knowledge, while 155 respondents are in the category of moderate From 145 respondents with poor Islamic financial knowledge 79 respondents (66%) have (not) taken (any) Islamic economics and finance courses. From 155 respondents with moderate financial knowledge 114 respondents (41%) have not taken any Islamic economics and finance courses. The findings of the present study suggest that most respondents can be categorized as having moderate knowledge and attending formal Islamic economics and finance courses can positively contribute to have a greater level of Islamic financial literacy.</p>

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