Exploratory research on the improvement of financial literacy flipped learning effectiveness - based on guiding scaffold via Project-Based Learning approach

Li-Cheng Chin, Guo-Yang Lin, Kuo-Hao Lin


Despite the literature has devoted to understand how the aspects of financial and managerial educational attainments relate to corporate finance implications, extant literature has paid little attention to whether and how the literacy and learning strategies in financial educational attainments affect the students’ learning outcome. Studies have found that Taiwan undergraduates’ and high school students’ poor financial literacy in risk management capability, investment management capability, tax and lending cognition ability. Improve students’ financial literacy and enable them to can solve future financial problems, which is a goal that world education institutions seek to achieve today.

The purpose of this article is to explore the guided scaffolding strategy via PjBL learning strategy will achieve exploring problems or processes, focus on learning goals, participation in educational activities, student group cooperation, use of scaffolding technology and presentation of works educational goals and to help design a course that combines financial capability with flipped learning.

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This work is licensed under a Creative Commons Attribution 4.0 International License.