Problem - Based Learning Develops Active `on Finance, Banking and Borrowing to Develop Financial Literacy Skills in Primary School Year 5 Students at Ratchaphruek Networking School, Phitsanulok Province

Abstract

This research aims to: 1) to investigate the current situation and problems of learning management for developing financial literacy skills among Grade 5 students in the Ratchaphruek Network Group, Phitsanulok Province, and 2) to develop problem-based learning (PBL) activities on finance, banking, and borrowing to enhance financial literacy skills among Grade 5 students. The research is qualitative research The key informants consisted of eight social studies teachers and eight Grade 5 students from eight schools selected through purposive sampling. The target group for implementing the developed activities comprised 35 Grade 5 students from Anuban Phitsanulok School in the academic year 2024.  Research instruments included: (1) a teacher’s manual for organizing Problem Based Learning activities on finance, banking, and borrowing designed to enhance financial literacy among primary school students, and (2) a set of in-depth interview questions. Data were analyzed using descriptive methods. The findings revealed that current instructional practices were still teacher-centered and primarily lecture-based. Students had limited engagement in learning, and there was a lack of connection to real-life financial contexts. Learning materials lacked variety, and few activities supported critical thinking or problem-solving skills. Assessment remained largely test-based, with little use of authentic or performance-based evaluation. To address these issues, the researcher developed five Problem Based Learning activities designed to be engaging and relevant to students’ daily financial experiences. The implementation of these activities led to noticeable improvements in students’ financial literacy. Students demonstrated better understanding of financial concepts such as budgeting, saving, borrowing, and planning. They were more engaged, expressed their ideas confidently, collaborated effectively with peers, and were able to apply financial knowledge in real-life scenarios. The study highlights that using Problem Based Learning in social studies can effectively foster financial literacy skills in primary school students, promoting deeper understanding, better decision-making, and responsible financial behaviors.