Approaches to the development of cognitive process dimensions in financial literacy: an empirical study

Berková, Kateřina; Krpálek, Pavel

doi:10.14254/2071-8330.2017/10-3/13

Cited by 10 publications

(17 citation statements)

References 15 publications

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“…Student outcomes are therefore not an appropriate tool for assessing cognitive abilities, as they do not provide correct information value. The academic achievement says more about the student's current readiness in the given subject (Berková & Krpálek, 2017). This is also proven by international research (Kiliyanni & Sivaraman, 2016;Little, Miyashita, Karasawa, Mashima, Oettingen, Azuma, & Baltes, 2003) that has shown that students with higher academic achievement can not often think deeper, search for relations, structure, and put it together as opposed to those students whose academic achievement is weak.…”

Section: Theoretical Foundationmentioning

confidence: 85%

“…Slightly negative correlation of variables means that students with higher result in the school test in Corporate Economy, which was focused only on the cognitive dimensions of the lower order, were less successful in tasks that reflected the dimensions included in factor 2 and vice versa. This proves that academic achievement reflects more the student's current knowledge in the given subject (Berková & Krpálek, 2017). In other words that students with higher academic achievement cannot often think more deeply, look for relations, structures, and put them in one complex as opposed to those students whose performance at school is weak (Little, Miyashita, Karasawa, Mashima, Oettingen, Azuma, & Baltes, 2003;Kiliyanni & Sivaraman, 2016).…”

Section: Discussionmentioning

confidence: 97%

“…In terms of secondary education, international research was carried out (Zoller, 2015), based on the presumption that school assessment and, in particular, academic achievement of students might not fully represent their real economic abilities, since at secondary schools all cognitive levels under the Bloom's Taxonomy (Bloom, 1956) -an internationally recognized framework for the assessment of cognitive abilities -were not included. Research done in the international environment (Zoller, 2015) and the Czech environment (Berková & Krpálek, 2017;Berková, Krejčová, Králová, Krpálek, Krpálková, Králová, & Kolářová, 2018) proved that there was a weak relation between academic achievement which usually reflected the lowerorder cognitive levels and the real cognitive abilities of students that might not correspond to those needed at school. This relation between academic achievement and achievement under Bloom's Taxonomy of Cognitive Goals was also demonstrated in the academic environment by Kiliyanni and Sivaraman (2016) and further confirmed in the USA (Little, Miyashita, Karasawa, Mashima, Oettingen, Azuma, & Baltes, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Recognition of Indicators for the Development of the Cognitive Dimensions in Tertiary Education

Berková

Borůvková

Lízalová

2018

PEC

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The aim of the research was to find out what factors influence the development of cognitive dimensions in college students. The following factors were considered: field of study, academic achievement in a selected economic subject and abstract visual intellectual level. The reason for doing this research was to increase the quality of teaching economic subjects across bachelor study fields in the conditions of a practically oriented College of Polytechnics, Jihlava in the Czech Republic. Two fields of study were selected -the economic field -Finance and Management (N = 52 students) and the technical field -Applied Computer Science (N = 30 students). Study plans of both fields included the subject Corporate Economy in the first term of studies. Methodological research was based on the theory of problem-based learning. It was built on a test method that was used to gain data to identify the context of variables with the development of cognitive dimensions in the context of an internationally recognized framework for evaluating the success -the Bloom's Taxonomy. Two tests were used to collect the data: (a) a test measuring the abstract visual intellectual level; (b) a non-standardized test to measure students' achievement in the six cognitive dimensions of the Bloom's Taxonomy. The initial knowledge of students was comparable. The data were analyzed by factor analysis, followed by the Spearman and Pearson correlation coefficients. Cognitive dimensions could be grouped into two factors. Factor 1 -Application-Evaluation Dimension that was explained by the dimensions of Knowledge, Application, Evaluation; Factor 2 -Analytical Dimension that was explained by the dimensions of Comprehension, Analysis, Synthesis. The results showed that an individual did not have to be competent in the whole complexity of the Bloom's Taxonomy. The development of cognitive dimensions correlated with the field of study, the economic field was correlated with factor 2 and the technical field with factor 1. The development of cognitive dimensions did not correlate with the abstract-visual intellectual level. Factor 2 weakly negatively correlated with academic achievement in the subject Corporate Economy. This means that students who were successful in developing lower-order cognitive dimensions had a weak analytical orientation in the economic area, and vice versa. The results brought by the research will help improve teaching of economic subjects across the two disciplines, especially with regard to the innovation of learning and teaching strategies with a positive impact on the desired cognitive development of students.

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Section: Theoretical Foundationmentioning

confidence: 85%

Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Recognition of Indicators for the Development of the Cognitive Dimensions in Tertiary Education

Berková

Borůvková

Lízalová

2018

PEC

Self Cite

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“…It is a virtual company that is guided as if it actually existed. It simulates real processes, products and services (Berkova, Krpalek, 2017).…”

Section: Cultivating Human Capital As An Education Focused On Entreprmentioning

confidence: 99%

The Factor of Finance and Entrepreneurship in Terms of Human Capital Development

Krpálek¹,

Krpalkova-Krelova²

2018

Rural Environment. Education. Personality

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Abstract:The paper focuses on the analysis of the formation of human capital, already in the formal education stage in terms of the assessment of the importance and motivational level of the cross-sectional integral component of finance and entrepreneurship. Based on the content analysis and the discourse of the relevant contemporary trends in the Czech Republic, the authors present an original model of support of financial literacy and leadership for entrepreneurship on the case study of the implementation of courses of the Practice Enterprise, as it is implemented under the terms of study programmes at the University of Economics in Prague. Hypotheses have been formulated to confirm or disprove the effectiveness of this model of human capital formation from the perspective of preferences, motivation, and target satisfaction of clients in education. The programme's underestimated importance of practice, given by the limited use of the courses of the Practice Enterprise as a practically oriented optional subject, for the formation of financial education and for entrepreneurship education, has been proved. At the same time the positive motivation, the satisfaction of students, the functional ability of the model and the importance of entrepreneurship and financial literacy for the creation of desirable human capital for further professional and entrepreneurial careers of education clients has been proved as well.

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“…Financial literacy and skill are an active area of research in the field (Berková & Krpálek, 2017). Psychology provides evidence that children in upper primary schools can understand basic economic concepts and managing their money and can thus be taught about personal finances (Otto, Schots, Westerman, & Webley, 2006).…”

Section: Introductionmentioning

confidence: 99%

Protocol for Evaluating the Impact of Social and Financial Education on Upper Primary School Children in Himachal Pradesh, India

Avinandan

Kumar

Remeijers

et al. 2019

ssp

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This paper presents a research protocol for a cluster randomized trial to investigate the impact of an innovative social and financial skill teaching program for upper primary children aged between 9-16 years, across two districts in Himachal Pradesh, India. A total of 74 schools were randomly allocated to the treatment or control group. Outcomes to be measured are level of self-efficacy, knowledge of basic financial concepts, ability to solve simple financial tasks, level of patience and risk preference, amount of money saved, level of numerical ability, and knowledge on civil rights and responsibilities. The evaluation is funded by Echidna Giving.

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Approaches to the development of cognitive process dimensions in financial literacy: an empirical study

Cited by 10 publications

References 15 publications

Recognition of Indicators for the Development of the Cognitive Dimensions in Tertiary Education

Recognition of Indicators for the Development of the Cognitive Dimensions in Tertiary Education

The Factor of Finance and Entrepreneurship in Terms of Human Capital Development

Protocol for Evaluating the Impact of Social and Financial Education on Upper Primary School Children in Himachal Pradesh, India

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