Impact of financial literacy programs on high school students' economic decision-making skills ```

Project Abstract

This study investigates the impact of financial literacy programs on high school students' economic decision-making skills, with a focus on how structured financial education influences budgeting, saving, debt management, risk assessment, and long-term financial planning. Utilizing a quasi-experimental design, the research compares outcomes from a cohort that participated in a standardized financial literacy curriculum against a matched control group receiving standard economics instruction over a full academic year. Data were collected at three intervals baseline (pre-intervention), immediate post-intervention, and a follow-up six months later, to assess both short-term gains and medium-term retention. The primary dependent variables include financial literacy test scores, self-reported confidence in making economic decisions, and behavioral indicators such as saving propensity, budgeting accuracy, and debt-avoidance behaviors, measured through validated instruments and simulated financial tasks. Secondary analyses examine mediating factors such as demographic characteristics, prior exposure to financial information, and cognitive/psychological constructs like financial risk tolerance, numeracy, and time preference. The study employs multivariate regression and propensity score matching to control for potential confounders, complemented by hierarchical linear modeling to account for nested data structures (students within classes and schools). Findings indicate that participants in the financial literacy program exhibit statistically significant improvements in financial knowledge, numeracy, and perceived control over personal finances compared to the control group, with effect sizes ranging from small to moderate across most measures. Notably, the program enhances prudent decision-making under simulated budget constraints, demonstrates greater accuracy in forecasting long-term financial needs, and increases likelihood of engaging in proactive saving behaviors. Mediation analyses suggest that gains in numeracy and perceived efficacy partially explain improvements in decision-making, while baseline financial attitudes moderately influence intervention effectiveness. Subgroup analyses reveal that earlier grade levels and schools with integrated cross-curricular reinforcement yield stronger outcomes, although gains persist across diverse student backgrounds. The research also identifies challenges such as the variability of teacher delivery fidelity, differences in school resources, and potential cultural factors affecting attitudes toward money and risk. The study concludes that well-structured, standards-aligned financial literacy programs can produce meaningful enhancements in high school students’ economic decision-making skills, contributing to more responsible financial behavior in adulthood. Implications for curriculum design emphasize modular, interactive, and evaluative components, teacher professional development, and ongoing assessment to sustain improvements. Policy recommendations advocate for mandatory financial literacy components within secondary education, supported by scalable teacher training and resource allocation, to bridge gaps in financial capability and promote long-term economic well-being among young populations. Limitations include non-random assignment and potential measurement biases in self-reported data, underscoring the need for extended longitudinal research to verify persistence of benefits and to explore downstream academic and life outcomes.

Project Overview

What This Project Is About

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A plain-language overview of the topic and what the project investigates.

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The Problem It Addresses

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What problem or gap this project tackles and why it matters to the field or society.

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Objectives of the Project

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1. Identify how financial literacy content is taught in high schools.
2. Assess changes in students’ understanding of budgeting, saving, and spending choices.
3. Explore links between literacy levels and everyday financial decisions.
4. Recommend practical improvements for curricula and classroom activities.

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What You Will Do Step by Step

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1. Review existing financial literacy programs used in high schools.
2. Design or adapt a simple assessment to measure decision-making skills.
3. Recruit students and obtain consent to participate in the study.
4. Collect data through surveys, short quizzes, or classroom tasks before and after the program.
5. Analyze changes in scores and identify patterns by grade level or demographic factors.
6. Interpret findings and relate them to practical classroom activities.
7. Prepare a concise report with clear recommendations for teachers.

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Expected Outcome

Students will show improved ability to compare options, manage a budget, and make informed choices. The project will offer concrete teaching ideas that can be adopted by schools to strengthen economic decision-making among adolescents.