班級數位化點數銀行系統在國小理財素養之前導性研究

本研究採自行設計的數位化點數銀行系統，實施理財素養實驗，以了解此一系統對國小學童理財素養上的影響。採前實驗之單組前後測設計，以某校五年級學童一班30人為實驗對象。實驗前後，以自編的「國小學生理財素養問卷」與晤談蒐集實驗效果，經重複量數單因子變異數，來比較實驗組在理財素養之前測與三次後測得分是否有顯著差異。以潛在成長模式，分析起始點與成長率潛在因素是存在的。經分析發現：1.實驗組之理財素養處於中上程度以上。2.實驗處理效果具有立即與延宕效果。3.實驗組在理財素養上的起始點與成長率是負相關。4.實驗組在理財素養上的起始點具有天花板效應。5.實驗組在理財素養的實驗成效上，具有先增加後減少的持續效果。依據結論，提出建議：1.利用數位化點數銀行系統，可使理財教育向下紮根。2.教師於實驗結束後，應定期提及理財素養的議題。3.進行複核效度檢驗。

This study aimed to understand the effects of using the class e-bank system， which integrates information technology in the classroom， to promote financial literacy. With the consideration of class management， the 30 subjects were all employed from the same class as the experimental group by one-group pretest-posttest design of pre-experimental design. Four times of measurements were made on the 30 subjects. The subjects were measured byStudents Financial Literacy Questionnaire(SFLQ)， and interviewed to collect experiment effect. The data from SFLQ were analyzed by repeated measures ANOVA and latent growth model(LGM). The analysis shows that: (a) The experimental group has higher levels of financial literacy.(b)Experimental treatment has immediate and delayed effects. (c) The initial and slope in LGM show negative correlation. (d) The initial of the experimental group has a ceiling effect. (e) The experimental effectiveness is up and down.Based on the conclusions， four suggestions are proposed:(a) The combination of technology integration teaching， class E-bank system and class management is an effective way to promote financial education. (b)After the end of this experiment， the teacher should periodically discuss financial literacy issues. (c) The cross-validity is needed to retest the latent growth curve model.