Development of financial literacy program focused on mathematical data collection and evaluation in primary school and the impact of the program on students

The aim of this study is to determine the effect of the financial literacy program developed in the data collection and evaluation sub-learning area of the mathematics curriculum on the mathematical data collection and evaluation achievement, financial literacy levels and retention of knowledge of primary school fourth grade students. In the study, a quasi-experimental design with pre-test - post-test control group from quantitative research models was used. Multi-stage sampling method was used in the study. Firstly, Bozdoğan district was determined by random assignment method among the lowest level districts of Aydın province in terms of socioeconomic development level. Then, a public school located in the center of this district and the fourth grade classes in that school, one of which constituted the experimental group and one of which constituted the control group, were determined by random assignment method. In this sense, a class of 18 students from a public school in the center of Bozdoğan district of Aydın province constituted the experimental group and a class of 18 students constituted the control group. Mathematical data collection and evaluation achievement test, financial literacy scale for children and mathematical financial literacy achievement assessment tool were used as data collection tools. Before the implementation phase of the developed program, pretests of all data collection tools were administered to the experimental and control groups and no significant differences were found between the pretest results of the groups. Then, the implementation phase of the program was started, and the subject of data collection and evaluation was taught with the experimental group students in the focus of the Financial Literacy Program developed within the scope of the research, and with the control group students within the framework of the existing program. At the end of the program, post-tests of all data collection tools and retention tests were administered to both groups six weeks later. In the study, unrelated sample t-test was used to determine whether the experimental and control group students were equivalent at the beginning of the study, A Repeated Measures Analysis of Covariance (ANCOVA) was used to determine the differences between the groups according to the mean scores obtained when the effect of the pretests was controlled, and One-Way ANOVA for Repeated Measures was used to compare the scores within the group after the application. When the pre-test scores were controlled, as a result of the Repeated Measures Analysis of Covariance (ANCOVA), the adjusted post-test and retention test mean scores of the experimental group students in which the Financial Literacy Program focused on mathematical data collection and evaluation were applied compared to the adjusted post-test and retention test mean scores of the control group students in which this program was not applied, in the mathematical data collection and evaluation achievement test [F(1-33)=324.863, p=0,046, η2(partial)=0,116]]; in the financial literacy scale for children [F (1-33) = 374.433, p=,000, η2(partial)==0.359]; in the mathematical financial literacy achievement assessment tool [F (1-33) = 29.097, p=0,018, η2(partial)=0.159] statistically significant differences were found. The effect size of each difference is high. According to the results of Repeated Measures Analysis of Variance (ANOVA) performed in the comparison of in-group scores; between the mathematical data collection and evaluation achievement pretest-posttest and retention test mean scores for the experimental group [F(1,140)=50,984 p=0,00, η2(partial)=0,750], for the control group [F(1,404)=10,323, p=0,02, η2(partial)=0,378]; between the mean scores of the pre-test, post-test and retention test of the financial literacy scale for children for the experimental group [F(1,383)=79.266, p=0.00, η2=0.823] and for the control group [F(2-34)=18.778, p=0.001 η2(partial)=0.525]; mathematical financial literacy achievement assessment tool pretest-posttest and retention test mean scores for the experimental group [F(1,428)=119,154, p=0,001, η2(partial)=0,823] for the control group [F(1,308)=56,111, p=0,001, η2(partial)=0.633] significant differences were found. The effect size of each difference was high. According to the results of the study, the financial literacy program focused on mathematical data collection and evaluation significantly increased children's mathematical data collection and evaluation achievement, financial literacy level and retention of knowledge compared to the current program. KEYWORDS: Financial Literacy Program Focused on Mathematical Data Collection and Assessment, Data Collection and Assessment, Financial Literacy