Organizing Learning Activities Through Problem-Based Learning Saving and Investment to Improve Financial Literacy Skills of Grade 8 Students in Large-Sized Schools in Uttaradit Province

Abstract

This study aimed to: 1) examine the current situation and problems of learning management on savings and investment to develop financial literacy skills among Grade 8 students in extra-large schools in Uttaradit Province, and 2) develop problem-based learning management on savings and investment to enhance financial literacy skills for the same target group. This qualitative research involved key informants including 9 Grade 8 students and 6 social studies teachers from 3 extra-large schools in Uttaradit Province, selected through purposive sampling. The target group comprised 31 Grade 8 students from Uttaradit Darunee School in the 2024 academic year. Research instruments included: 1) in-depth interview guidelines with descriptive data analysis, and 2) a learning management manual titled "Inevitable Wealth" to develop financial literacy skills regarding savings and investment. Findings revealed that teachers could convey knowledge accurately but lacked real investment experience, resulting in insufficient concrete examples for students. Students understood basic concepts of savings and investment but faced obstacles in practical application. While content was appropriate, it needed modernization. Learning media such as videos, infographics, and games attracted more interest than traditional media. Teaching methods emphasized lecturing over hands-on practice, affecting real-life knowledge application. Assessment methods included tests and worksheets, with students suggesting investment simulation activities to enhance financial literacy skills. The researcher developed problem-based learning management using the "Inevitable Wealth" manual. Results showed students demonstrated improved knowledge, understanding, and awareness of savings and investment importance. Teachers designed activities using simulated situations and problems to stimulate learning, enabling students to apply knowledge in financial planning through income-expense accounting, savings goal-setting, and investment simulation planning. This developed financial literacy skills across three dimensions: 1) Financial Knowledge - students understood savings and investment principles and could analyze information for rational decision-making; 2) Financial Behavior - students effectively planned their finances, demonstrating appropriate behavioral changes; and 3) Financial Attitude - students developed positive attitudes toward savings, investment, and future financial planning. Problem-based learning activities played crucial roles in promoting analytical thinking, collaboration, and experiential learning, serving as essential factors leading to comprehensive financial literacy skill development.