@article{e2bd7ae6cf034f819228cfad62d7f962,
title = "Improving students' financial literacy by training teachers using an online professional development module",
abstract = "We evaluate whether a scalable online teacher professional development (OTPD) module that requires little time investment enhances students' financial literacy. Two randomised controlled trials were performed, with 1827 students, 53 teachers and 47 schools participating. The financial education programme on its own increased students' financial knowledge, but did not improve financial behaviour. Regarding the OTPD effects, we observed that students' knowledge scores did not significantly improve, but that behaviour scores were enhanced relative to students whose teachers did not receive access to the OTPD module. In comparison with students in the control condition, behaviour scores improved with 0.39 SD.",
keywords = "Online teacher professional development, financial literacy education, randomised controlled trial, EDUCATION EVIDENCE, ACHIEVEMENT, CURRICULUM, EFFICACY, BEHAVIOR, DESIGN, IMPACT, BOUNDS",
author = "B. Compen and {De Witte}, K. and K. Declercq and W. Schelfhout",
note = "Funding Information: We thank the editor and two anonymous reviewers for their valuable suggestions. Furthermore, we are grateful to Wikifin.be, Els Lagrou, Lieve Lammens, and Johan Mestdagh for assistance with the practicalities of this study. In addition, we thank conference participants of ESPE (Bath), EALE (Uppsala), M-BEES (Maastricht), LEER (Leuven), JURE (Antwerp), ORD (Heerlen), and the MU-CEN group (Maastricht). This work is supported by the Research Foundation Flanders (FWO) through the {\textquoteleft}Financial Literacy @ School{\textquoteright} programme (grant number S000617N) and is registered in the AEA RCT Registry: AEARCTR-000 3501. Declarations of interest: none. Data will be made available after acceptance. Funding Information: This work was supported by Research Foundation Flanders: [Grant Number S000617N]. We thank the editor and two anonymous reviewers for their valuable suggestions. Furthermore, we are grateful to Wikifin.be, Els Lagrou, Lieve Lammens, and Johan Mestdagh for assistance with the practicalities of this study. In addition, we thank conference participants of ESPE (Bath), EALE (Uppsala), M-BEES (Maastricht), LEER (Leuven), JURE (Antwerp), ORD (Heerlen), and the MU-CEN group (Maastricht). This work is supported by the Research Foundation Flanders (FWO) through the {\textquoteleft}Financial Literacy @ School{\textquoteright} programme (grant number S000617N) and is registered in the AEA RCT Registry: AEARCTR-000 3501. Declarations of interest: none. Data will be made available after acceptance. Funding Information: Recently, as part of a large research project funded by the Flemish Science Organisation, a number of randomized controlled trials assessed the impact of introducing financial education in secondary education in the region of Flanders (Belgium). Specifically, Maldonado, De Witte, and Declercq () and Maldonado and De Witte () evaluated how parental involvement through homework and information provision, respectively, impacts student financial literacy. In Iterbeke et al. () and Iterbeke, De Witte, and Schelfhout (), it was studied to what extent elaborate feedback and differentiated instruction can enhance learning outcomes in the context of financial education. In contrast to the present study, as well as in the study by Compen, De Witte, and Schelfhout () that was discussed above, none of the teachers in these RCTs received any form of training targeted to the provision of financial education. As the topic of payment methods takes a pivotal role in the framework of financial literacy, the present study shares this focus with Maldonado, De Witte, and Declercq () and Iterbeke et al. (). However, the research question and experimental conditions in the present paper are clearly distinctive from these previous studies. Publisher Copyright: {\textcopyright} 2022 Informa UK Limited, trading as Taylor & Francis Group.",
year = "2023",
doi = "10.1080/09645292.2022.2035322",
language = "English",
volume = "31",
pages = "77--101",
journal = "Education Economics",
issn = "0964-5292",
publisher = "Routledge/Taylor & Francis Group",
}