A NEEDS ANALYSIS OF INTEGRATING FINANCIAL LITERACY INTO MATHEMATICS LESSON PLANS AT THE UPPER PRIMARY LEVEL

Abstract

This study aimed to: 1) Analyze the characteristics of mathematical tasks in upper primary mathematics lesson plans; 2) Compare the actual and desired conditions of integrating financial literacy; and 3) Prioritize the needs for integrating financial literacy. A document research analysis approach was employed using 30 mathematics lesson plans developed by 15 teachers, selected through purposive sampling. The lesson plans were analyzed across three dimensions: cognitive demand, the characteristics of financial contexts, and the connection to financial decision-making. Inter-rater reliability was established using Cohen’s Kappa (Kappa = 0.82), and data were analyzed using frequency, percentage, mean, and the modified Priority Needs Index (PNImodified). The findings indicated that most lesson plans emphasized procedural tasks without meaningful connections (73.3%) and showed limited integration of financial contexts and decision-making (86.7%). This limited students’ opportunities to apply mathematical knowledge to financial decision-making. Compared with the desired conditions, the dimensions of financial context characteristics and the connection to financial decision-making demonstrated the highest priority needs (PNImodified = 1.647). The findings led to the development of a conceptual proposal, the Financial Literacy Integration Sequence Model (FLIS Model), demonstrating that the design of open-ended financial contexts promotes reasoned decision-making and higher-order thinking. The proposed model also provides guidance for improving instructional design, implementing competency-based curricula, and promoting students’ financial literacy through learning experiences connected to real-life situations.