Examining of the relationship between primary school students' financial literacy levels and mathematics achievement

The aim of this study is to investigate the relationship between the financial literacy attitude and behaviour levels of 4th grade primary school students and their mathematics achievement. In this study, the financial literacy levels of the students were determined, and the relationship between these levels and mathematics achievement was revealed by taking into account various demographic variables. The study employed a relational survey model, a quantitative research method, to collect data from a sample group of 674 volunteer primary school students in the 4th grade from public schools in the centre and districts of Konya province. In the process of analysing the data collected using the Marmara Financial Literacy Attitude and Behaviour Scale, independent sample t-tests, one-way analysis of variance (ANOVA) and other post hoc tests were employed to reveal the relationships between variables. The findings of the research indicated that the students exhibited high levels of financial literacy, with a significant and positive correlation between their financial literacy and their mathematics achievement. A notable discrepancy was observed between the financial literacy levels of the students and a range of other factors, including their parents' occupations, educational status, mother's income level, number of siblings, and spending habits. No significant differences were found between the financial literacy levels of the students according to gender, father's income level, frequency of receiving pocket money, school type, source of information on spending money, type of source where the economy is followed, and frequency of shopping. In terms of examining the mathematics achievement and financial literacy of students who will graduate from primary school in terms of different variables, the findings of this study provide important information to teachers, prospective teachers, curriculum preparers and parents. In light of the research findings, a number of recommendations are put forward for family education that support the acquisition of financial literacy skills at an early age and the development of curricula in this direction.