An investigation of middle school students' financial literacy skills

This study examined the financial literacy of middle school students within the framework of the Maarif Model. The study examined the contribution of financial literacy education to middle school students' knowledge and skill levels. The research is a case study, one of the qualitative research methods. The data were collected from 25 seventh-grade students studying at a public school in the city center of Bolu during the 2024–2025 academic year. The data were obtained through a questionnaire form developed by Yiğitbaş, Temeloğlu, and Şimşek (2020), adapted to the financial literacy skills included in the Maarif Model. The questionnaire was administered to the participants twice: before and after the training. In addition, semi-structured interviews were conducted with two participants to obtain in-depth data. Research findings show that the implemented financial literacy training positively supports the integrated financial literacy skills of the participants. It was determined that the digital games used during the training process contributed to learning financial content in an entertaining way, and the ability to choose from different game types increased participants' motivation. It was observed that students preferred learning through game-based activities over traditional teaching methods. The data obtained indicate that the training process has a positive impact on the three fundamental dimensions of financial literacy: awareness, functionality, and action; this effect is particularly pronounced in the awareness dimension. It is anticipated that these changes observed in the short term will contribute to the development of financial awareness in individuals in the long term. In addition, the finding that credit card use begins at an early age reveals the importance of financial literacy education at an early age so that students can control their spending behavior and make conscious financial decisions.