Improving financial literacy in
college of business students:
modernizing delivery tools
Ronald Kuntze
College of Business, University of New Haven, West Haven, Connecticut, USA
Chen (Ken) Wu and Barbara Ross Wooldridge
Soules College of Business,
The University of Texas at Tyler, Tyler, Texas, USA, and
Yun-Oh Whang
Joseph M. Katz Graduate School of Business,
University of Pittsburgh, Pittsburgh, Pennsylvania, USA
Abstract
Purpose – The purpose of this paper is to develop and test through an experiment, an innovative online
video teaching module that significantly improves financial literacy in college of business students. Specific
business major financial literacy levels are also tested.
Design/methodology/approach – A total of 244 college of business students were given a financial
literacy test. Half of the students were exposed to the “treatment” (watched a video module), while other half
were not. The videos comprised 67 min of micro-lectures that students could download, free of charge, at their
own convenience. The researchers analyzed the impact of a previous personal finance course on students’
financial literacy levels and tested across four business majors.
Findings – The video intervention was the most successful at increasing financial literacy, surprisingly more
so than having taken a past personal finance course. Interaction effects were not significant. Four college
majors were tested with a shorter, improved financial literacy measure – finding, to our surprise that
non-quantitative business majors (particularly marketing students) are not less financially literate than other
majors. Supporting past research, the authors found that female and African-American college students
performed significantly lower on the test.
Originality/value – The research adds value to the literature by developing and testing a modern, novel
teaching innovation to improve financial literacy in young adults. Using an experimental setting, the authors
showed that the innovation was more effective than the commonly proscribed personal finance course. This is
one of the few studies to measure financial literacy levels for specific college of business majors.
Keywords Experiment, Video, College of business students, Financial literacy improvement
Paper type Research paper
Introduction: financial literacy – a significant individual and societal problem
Since the late 1990s, the study of “Financial Literacy” has been a hot-button issue in the
popular press as well as in education, economics, management, finance and marketing
journals. Politicians, pundits, educators, economists and the media fervently express
trepidation that Americans, particularly younger ones, appear unable to save money, invest
appropriately, handle credit, solve basic math and financial problems as well as comprehend
both personal and national financial matters (Hamilton, 2013; Henager and Cude, 2016;
Huhmann, 2017; Mandell, 2008; Marcolin and Abraham, 2006). Researchers have ...
The Hamilton Project • Brookings i
Seven Facts on Noncognitive Skills
from Education to the Labor Market
Introduction
Cognitive skills—that is, math and reading skills that are measured by standardized tests—are generally
understood to be of critical importance in the labor market. Most people find it intuitive and indeed
unsurprising that cognitive skills, as measured by standardized tests, are important for students’ later-life
outcomes. For example, earnings tend to be higher for those with higher levels of cognitive skills. What is
less well understood—and is the focus of these economic facts—is that noncognitive skills are also integral to
educational performance and labor-market outcomes.
Due in large part to research pioneered in economics by Nobel laureate James J. Heckman, there is a robust and
growing body of evidence that noncognitive skills function similarly to cognitive skills, strongly improving
labor-market outcomes. These noncognitive skills—often referred to in the economics literature as soft skills and
elsewhere as social, emotional, and behavioral skills—include qualities like perseverance, conscientiousness,
and self-control, as well as social skills and leadership ability (Duckworth and Yeager 2015). The value of these
qualities in the labor market has increased over time as the mix of jobs has shifted toward positions requiring
noncognitive skills. Evidence suggests that the labor-market payoffs to noncognitive skills have been increasing
over time and the payoffs are particularly strong for individuals who possess both cognitive and noncognitive
skills (Deming 2015; Weinberger 2014).
Although we draw a conceptual distinction between noncognitive skills and cognitive skills, it is not possible to
disentangle these concepts fully. All noncognitive skills involve cognition, and some portion of performance on
cognitive tasks is made possible by noncognitive skills. For the purposes of this document, the term “cognitive
skills” encompasses intelligence; the ability to process, learn, think, and reason; and substantive knowledge
as reflected in indicators of academic achievement. Since the No Child Left Behind Act of 2001, education
policy has focused on accountability policies aimed at improving cognitive skills and closing test score gaps
across groups. These policies have been largely successful, particularly for math achievement (Dee and Jacob
2011; Wong, Cook, and Steiner 2009) and among students most exposed to accountability pressure (Neal and
Schanzenbach 2010). What has received less attention in policy debates is the importance of noncognitive skills.
Financial Literacy in SchoolA Descriptive Correlation Study oChereCheek752
Financial Literacy in School:
A Descriptive Correlation Study of the Absence of Financial Literacy Taught in Schools
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
ABSTRACT
DEDICATION
[To be indented and completed upon full dissertation completion]
ACKNOWLEDGMENTS
[To be indented and completed upon full dissertation completion]
TABLE OF CONTENTS
Contents Page
List of Tables x
List of Figures x
Preface (optional) x
Chapter 1: Introduction x
Background of the Problem x
Problem Statement x
Purpose of the Study x
Population and Sample x
Significance of the Study x
Nature of the Study x
Research Questions/Hypotheses x
Theoretical or Conceptual Framework x
Definition of Terms x
Assumptions, Limitations, and Delimitations x
Chapter 2: Literature Review x
Title Searches and Documentation x
Historical Content x
Current Content x
Theoretical or Conceptual Framework Literature x
Methodological Literature x
Research Design Literature x
Conclusions x
Chapter Summary x
Chapter 3: Research Methodology x
Research Method and Design Appropriateness x
Research Questions/Hypotheses x
Population and Sample x
Informed Consent and Confidentiality x
Instrumentation x
Field Test orPilot Test x
Credibility and Transferability or Validity and Reliability x
Data Collection x
Data Analysis x
Chapter Summary x
Chapter 4: Analysis and Results x
Research Questions/Hypotheses x
Data Collection x
Demographics x
Pilot Study x
Data Analysis x
Results x
Chapter Summary x
Chapter 5: Conclusions and Recommendations x
Research Questions/Hypotheses x
Discussion of Findings x
Limitations x
Recommendations for Leaders and Practitioners x
Recommendations for Future Research x
Chapter Summary x
References x
Appendix A: Title x
Appendix B: Title x
Appendix C: Title x
LIST OF TABLES
Table 1: Title x
Table 2: Title x
[Only include a list of tables if there are two or more tables. Use title case, defined as capitalizing keywords, for table titles.]
LIST OF FIGURES
Figure 1: Title x
Figure 2: Title x
[Only include a List of Figures if there are two or more figures. Use title case, defined as capitalizing keywords, for figure titles.]
UNIVERSITY OF PHOENIX
January 2010
v
Introduction
Education about financial literacy is an important subject that could help students handle money at school and in the professional world. Students who acquire this knowledge are different from those without because they would make sound financial decisions to avoid common financial inaccuracies. As Amagir et al. (2018) discovered in their research, individuals who lack financial literacy make errors when paying their financial obligations. As a result, the emphasis of this study will be on the financial educa ...
Students’ knowledge and understanding of personal financial securityinventionjournals
The aim of thisresearchis to study and analyzestudents’ attitude and theirlevel of understandingtowardsknowledge of personalfinancialsecurity. In order to succeed in life itis essential to have financialsecurityknowledge, whichiswhy 120 Business Management students of MA degreemajoring in Financial Management and Marketing fields of study in IslamicAzadUniversity of Abhar, admittedin 2010, wereselected and studiedbased on aggregate data analysis. The adaptedmodels of research are the twocriteria; life satisfaction and the competency of pastresearches. The data collection tool of the presentresearch has been questionnaires, whichafterquality and quantityanalysis of the gathered data through variance analysis (ANOVA), have shown the attitude and knowledge of business management students of AzadUniversity of Abhar towardpersonalfinancialsecurity, do not differconsideringtheir major (marketing and financial management) and gender
An assessment of financial literacy levels among undergraduate business stude...Alexander Decker
This document summarizes a research study that assessed the level of financial literacy among undergraduate business students in Ghana. The study found that formal education was the primary source of financial literacy for students, followed by parents, media, and peers. Financial literacy was highest among accounting students and lowest among human resource management students. The study used a theoretical framework combining social learning theory and family resource management theory to examine how environmental influences like family, school, media, and peers shape students' financial knowledge, attitudes, and behaviors. Previous research discussed in the literature review found that higher financial literacy is associated with better financial outcomes and behaviors.
Determinants of financial literacy levels among employees of kenya ports auth...Alexander Decker
This document summarizes a study that examines the determinants of financial literacy levels among employees of Kenya Ports Authority in Kenya. The study found that overall financial literacy levels among employees were low. Financial literacy was affected by gender, age, education levels, wealth factors, and sources of financial information and advice. However, it was not affected by occupation status, occupation type, or personal income. The study recommends that employers and policymakers develop strategies to increase financial literacy, such as providing reliable sources of financial advice.
Financial Literacy Among the Senior High School Students: Basis for Financial...IJAEMSJORNAL
This study investigated the financial literacy of senior high school students, exploring their ability to make informed financial decisions and navigate money management challenges. The researchers also assessed the financial knowledge, behaviors, and the most common difficulties that the students encountered. The study aimed to identify potential areas in which future financial education initiatives could offer significant assistance in preparing young individuals for financial security. The data from this study were gathered from selected senior high school students using a self-administered questionnaire featuring a Likert-scale checklist, inspired by National Center for Education Statistics (NCES) questionnaires and all other subsequent analyses using descriptive statistics. The findings revealed that parents were the primary source of financial knowledge.Also, students faced challenges in money management and showed limited familiarity with financial terms, particularly budgeting. Therefore, the findings suggested a moderate to high level of financial literacy among senior high school students, emphasizing the need for a financial stewardship plan.
1 Modernizing Delivery Tools to Improve College of BuMargaritoWhitt221
The document summarizes a study that examined the impact of online video lectures on improving financial literacy among college business students. The study involved 244 business students who were split into two groups - one group watched a 67-minute video on financial literacy concepts, while the other group did not. Both groups took pre- and post-tests to evaluate their financial literacy. The results showed that the students who watched the video had greater gains in their financial literacy scores compared to the control group, suggesting that video interventions can effectively teach financial literacy concepts to college students.
The Hamilton Project • Brookings i
Seven Facts on Noncognitive Skills
from Education to the Labor Market
Introduction
Cognitive skills—that is, math and reading skills that are measured by standardized tests—are generally
understood to be of critical importance in the labor market. Most people find it intuitive and indeed
unsurprising that cognitive skills, as measured by standardized tests, are important for students’ later-life
outcomes. For example, earnings tend to be higher for those with higher levels of cognitive skills. What is
less well understood—and is the focus of these economic facts—is that noncognitive skills are also integral to
educational performance and labor-market outcomes.
Due in large part to research pioneered in economics by Nobel laureate James J. Heckman, there is a robust and
growing body of evidence that noncognitive skills function similarly to cognitive skills, strongly improving
labor-market outcomes. These noncognitive skills—often referred to in the economics literature as soft skills and
elsewhere as social, emotional, and behavioral skills—include qualities like perseverance, conscientiousness,
and self-control, as well as social skills and leadership ability (Duckworth and Yeager 2015). The value of these
qualities in the labor market has increased over time as the mix of jobs has shifted toward positions requiring
noncognitive skills. Evidence suggests that the labor-market payoffs to noncognitive skills have been increasing
over time and the payoffs are particularly strong for individuals who possess both cognitive and noncognitive
skills (Deming 2015; Weinberger 2014).
Although we draw a conceptual distinction between noncognitive skills and cognitive skills, it is not possible to
disentangle these concepts fully. All noncognitive skills involve cognition, and some portion of performance on
cognitive tasks is made possible by noncognitive skills. For the purposes of this document, the term “cognitive
skills” encompasses intelligence; the ability to process, learn, think, and reason; and substantive knowledge
as reflected in indicators of academic achievement. Since the No Child Left Behind Act of 2001, education
policy has focused on accountability policies aimed at improving cognitive skills and closing test score gaps
across groups. These policies have been largely successful, particularly for math achievement (Dee and Jacob
2011; Wong, Cook, and Steiner 2009) and among students most exposed to accountability pressure (Neal and
Schanzenbach 2010). What has received less attention in policy debates is the importance of noncognitive skills.
Financial Literacy in SchoolA Descriptive Correlation Study oChereCheek752
Financial Literacy in School:
A Descriptive Correlation Study of the Absence of Financial Literacy Taught in Schools
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
ABSTRACT
DEDICATION
[To be indented and completed upon full dissertation completion]
ACKNOWLEDGMENTS
[To be indented and completed upon full dissertation completion]
TABLE OF CONTENTS
Contents Page
List of Tables x
List of Figures x
Preface (optional) x
Chapter 1: Introduction x
Background of the Problem x
Problem Statement x
Purpose of the Study x
Population and Sample x
Significance of the Study x
Nature of the Study x
Research Questions/Hypotheses x
Theoretical or Conceptual Framework x
Definition of Terms x
Assumptions, Limitations, and Delimitations x
Chapter 2: Literature Review x
Title Searches and Documentation x
Historical Content x
Current Content x
Theoretical or Conceptual Framework Literature x
Methodological Literature x
Research Design Literature x
Conclusions x
Chapter Summary x
Chapter 3: Research Methodology x
Research Method and Design Appropriateness x
Research Questions/Hypotheses x
Population and Sample x
Informed Consent and Confidentiality x
Instrumentation x
Field Test orPilot Test x
Credibility and Transferability or Validity and Reliability x
Data Collection x
Data Analysis x
Chapter Summary x
Chapter 4: Analysis and Results x
Research Questions/Hypotheses x
Data Collection x
Demographics x
Pilot Study x
Data Analysis x
Results x
Chapter Summary x
Chapter 5: Conclusions and Recommendations x
Research Questions/Hypotheses x
Discussion of Findings x
Limitations x
Recommendations for Leaders and Practitioners x
Recommendations for Future Research x
Chapter Summary x
References x
Appendix A: Title x
Appendix B: Title x
Appendix C: Title x
LIST OF TABLES
Table 1: Title x
Table 2: Title x
[Only include a list of tables if there are two or more tables. Use title case, defined as capitalizing keywords, for table titles.]
LIST OF FIGURES
Figure 1: Title x
Figure 2: Title x
[Only include a List of Figures if there are two or more figures. Use title case, defined as capitalizing keywords, for figure titles.]
UNIVERSITY OF PHOENIX
January 2010
v
Introduction
Education about financial literacy is an important subject that could help students handle money at school and in the professional world. Students who acquire this knowledge are different from those without because they would make sound financial decisions to avoid common financial inaccuracies. As Amagir et al. (2018) discovered in their research, individuals who lack financial literacy make errors when paying their financial obligations. As a result, the emphasis of this study will be on the financial educa ...
Students’ knowledge and understanding of personal financial securityinventionjournals
The aim of thisresearchis to study and analyzestudents’ attitude and theirlevel of understandingtowardsknowledge of personalfinancialsecurity. In order to succeed in life itis essential to have financialsecurityknowledge, whichiswhy 120 Business Management students of MA degreemajoring in Financial Management and Marketing fields of study in IslamicAzadUniversity of Abhar, admittedin 2010, wereselected and studiedbased on aggregate data analysis. The adaptedmodels of research are the twocriteria; life satisfaction and the competency of pastresearches. The data collection tool of the presentresearch has been questionnaires, whichafterquality and quantityanalysis of the gathered data through variance analysis (ANOVA), have shown the attitude and knowledge of business management students of AzadUniversity of Abhar towardpersonalfinancialsecurity, do not differconsideringtheir major (marketing and financial management) and gender
An assessment of financial literacy levels among undergraduate business stude...Alexander Decker
This document summarizes a research study that assessed the level of financial literacy among undergraduate business students in Ghana. The study found that formal education was the primary source of financial literacy for students, followed by parents, media, and peers. Financial literacy was highest among accounting students and lowest among human resource management students. The study used a theoretical framework combining social learning theory and family resource management theory to examine how environmental influences like family, school, media, and peers shape students' financial knowledge, attitudes, and behaviors. Previous research discussed in the literature review found that higher financial literacy is associated with better financial outcomes and behaviors.
Determinants of financial literacy levels among employees of kenya ports auth...Alexander Decker
This document summarizes a study that examines the determinants of financial literacy levels among employees of Kenya Ports Authority in Kenya. The study found that overall financial literacy levels among employees were low. Financial literacy was affected by gender, age, education levels, wealth factors, and sources of financial information and advice. However, it was not affected by occupation status, occupation type, or personal income. The study recommends that employers and policymakers develop strategies to increase financial literacy, such as providing reliable sources of financial advice.
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This study investigated the financial literacy of senior high school students, exploring their ability to make informed financial decisions and navigate money management challenges. The researchers also assessed the financial knowledge, behaviors, and the most common difficulties that the students encountered. The study aimed to identify potential areas in which future financial education initiatives could offer significant assistance in preparing young individuals for financial security. The data from this study were gathered from selected senior high school students using a self-administered questionnaire featuring a Likert-scale checklist, inspired by National Center for Education Statistics (NCES) questionnaires and all other subsequent analyses using descriptive statistics. The findings revealed that parents were the primary source of financial knowledge.Also, students faced challenges in money management and showed limited familiarity with financial terms, particularly budgeting. Therefore, the findings suggested a moderate to high level of financial literacy among senior high school students, emphasizing the need for a financial stewardship plan.
1 Modernizing Delivery Tools to Improve College of BuMargaritoWhitt221
The document summarizes a study that examined the impact of online video lectures on improving financial literacy among college business students. The study involved 244 business students who were split into two groups - one group watched a 67-minute video on financial literacy concepts, while the other group did not. Both groups took pre- and post-tests to evaluate their financial literacy. The results showed that the students who watched the video had greater gains in their financial literacy scores compared to the control group, suggesting that video interventions can effectively teach financial literacy concepts to college students.
There are still many prevalent problems surrounding the high school curriculum. This can be seen with
many teachers still struggling with students’ retention on subjects being taught, as well as students having
difficulty with test taking. A focal point with the matter is the subjects themselves that are taught, as both teachers
and students complain about how many of the school subjects do not object towards practical skill sets needed
towards real life. In several countries, students are taught subjects related to vocation, career, finances, and even
investment. A main reason as to why these countries suffer less from economic distress, as well as having more
successful outputs for students, is because financial education is well implemented into the high school curriculum.
The purpose for this paper is to show case studies of various countries showing success due to financial education
taught in schools, and to therefore prove the point that financial education is needed all around for the youth.
- The document describes a study that developed an interactive instructional module using ICT to enhance financial management skills among higher secondary commerce students in India.
- It tested the effectiveness of the module by comparing the financial management skills of a treatment group that used the module to a control group that used the traditional teaching method.
- The results showed that the treatment group performed significantly better than the control group on tests of cash management, capital budgeting, working capital management, and financial planning skills after accounting for initial differences in pre-test scores.
Bringing Voluntary Financial Education in Emerging Economy: Role of Financial...UniversitasGadjahMada
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Bringing Voluntary Financial Education in Emerging Economy: Role of Financial...UniversitasGadjahMada
The level of financial literacy tends to be low in children, while information and financial education for children are very limited, especially in developing countries without mandatory financial education in schools. This study examined the effects of a classroom financial education program on financial knowledge. We used ‘‘Financial Intelligence Curriculum’’ designed for elementary school students from grade 1–6, focusing on the need and want, priority needs, income, spending, saving, and sharing. Using experimental method with pre-post-test and control group design, we found that the treatment group who received financial education has improved financial knowledge relative to the control group. The study provides evidence that elementary school students are appropriate targets for financial education and that it is necessary to develop mechanisms for effective learning to improve financial capability at an early age.
Project Individual Reflection Paper And Project GroupKate Loge
This document discusses challenges with completing a project group for an assessment course. It describes gaining knowledge and assessment practice through the project. Several challenges were identified, including applying rigorous assessment to encourage student involvement. The document discusses collaborating to assess programs and ensuring assessments are documented with evidence. It indicates the project was aligned with the university's strategic plan initiatives.
This document summarizes a study examining the financial literacy of undergraduate students at Merrimack College. The study interviewed 16 students about their understanding of financial aid, credit, and personal finance topics. It also asked about their views on colleges' responsibility to provide financial education. Results found students lacked awareness of their financial aid and credit, and knowledge of personal finance topics, consistent with other research. Students were hesitant to say colleges should be responsible for financial education and more likely to think students themselves are responsible. They were open to colleges helping students understand financial aid. The author recommends Merrimack invest in a comprehensive financial literacy program and promote it through first-year courses and awareness campaigns.
Determinant Factors of Islamic Financial Literacy In MalaysiaAJHSSR Journal
The 2008 Great Recession aftermath, numerous studies were undertaken by academic
researchers in analyzing the factors affecting the financial literacy of individuals. The 2008 Great Recession
aftermath, numerous studies were undertaken by academic researchers in analyzing the factors affecting the
financial literacy of individuals. Previous studies revealed that financial literacy among the young was low and
research on the Islamic financial literacy relatively scarce. In view of these concerns, this concept paper focused
on suggesting the determinant factors of Islamic financial literacy. Thus, this paper aims to suggest the
constructs for Islamic financial literacy and its determinants, namely financial knowledge, financial behavior,
financial attitude, demographic factors and personality traits.
Most American teens and adults understand basic economic concepts related to consumption, but show room for improvement in other areas. The survey assessed the economics knowledge of over 3,500 adults and 2,200 high school students through a 24-question quiz. On average, adults scored a C (70%) and students scored an F (53%). While over 90% of respondents understood that wages are the largest source of personal income, only around half knew that renting an apartment benefits both the renter and landlord. Overall, the survey found Americans have mastered some fundamentals of economics, but significant gaps remain, particularly around concepts like production, money, trade, and personal finance.
This document summarizes a study that examined the personal finance knowledge of senior high school students in Cape Coast, Ghana. A survey was administered to 200 students across 5 schools. The survey included questions to test students' understanding of financial concepts like time value of money, opportunity cost, and inflation. The results showed that students had a low level of financial knowledge and were not effectively applying what they knew to daily financial decision making. For example, students said they did not budget their allowances or see the need to plan their finances. The study aims to help improve financial literacy and well-being among this group.
impact of packaging on consumer buying behaviour project report pdf.pdfSanjivanisShirodkar
The document discusses financial literacy among college students in Mumbai, India. It begins with an introduction on the importance of financial inclusion and literacy for economic development. It then reviews literature showing generally low financial literacy globally and several factors influencing it, such as age, education, and family. The study aims to determine students' financial knowledge, money management skills, and goals to suggest literacy measures. A survey of 100 Mumbai students aged 18-23 assessed their money sources, savings habits, and attitudes. Results found most received allowances and gifts, nearly half saved 10-20% of money, and few had longer-term investment goals. The study aims to increase financial awareness among students.
The Role Of External Factors That Affect Student...Nicole Gomez
The document discusses best practices used in a learning skills and algebra classroom. It describes utilizing a student information system to track grades, attendance, medical needs, and IEP information. Formative assessments are used to monitor progress and guide instruction. Lessons incorporate visual, auditory and kinesthetic learning styles through interactive activities, technology, and collaborative work. Data-driven instruction and co-planning with other teachers ensures individual student needs are met.
Terra,When speaking about program evaluation, that is an essenti.docxbradburgess22840
Terra,
When speaking about program evaluation, that is an essential tool in evaluating university flaws and successes it is important to discuss the various roadblocks to a uniformed system. The biggest roadblock would be the cost. With this cost of data collection, is the ways in which it is collected. Many universities believe in purchasing expensive tools that would all them to collect in a more uniform and mainstream way. A well-defined budget would need to be put in place to make sure that the cost of the overall evaluation is balanced and justified. This way the department could see just how much they are spending in each category to see if they can afford the tools needed for collection. However, the data collection results yield an outcome that is worth the money spent on tools. When universities use data-driven collection their results, they can see what is working and what is not working. With this data, they can make effective changes to go in a positive direction. Technological infrastructure helps get the data needed in a timely manner and analyze it effectively. This cuts down on the manual labor that university administrators would need to do. For Binchley College, it was helpful that they had so much data collected and it was laid out in a clear to understand manner to interpret. I think of data of concern was the lack of background between the different year. It would be critical to see if any on-campus events or changes yielded a better return. One aspect that needed to be changed was the cost metrics. It would have been beneficial to see where the donations from the alumni were being spent compared with the amount donated. This way we could break it down into categories and change what is needed. This way the budget would stay the same year after year.
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
https://www.youtube.com/watch?v=xtpyjPrpyX8
https://healthit.ahrq.gov/health-it-tools-and-resources/evaluation-resources/workflow-assessment-health-it-toolkit
https://healthit.ahrq.gov/health-it-tools-and-resources/evaluation-resources/health-it-evaluation-toolkit-and-evaluation-measures-quick-reference
ASSIGNMENT
Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.
To Prepare:
· Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
· Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.
The Assignment: (2-3 pages)
In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementatio.
To find out parents’ behavior toward financial training course for children, the sample size of 203
parents are interviewed and analyzed. Based on factor analysis with Cronbach’s Alpha test, there are eight key
factors found, such as: (i)Opinion about necessary of life skills/financial management skill;(ii)Characteristics of
children/Passive children; (iii)Self evaluation about family financial management;
The document discusses youth employment challenges and opportunities. It notes that facilitating youth transitions through education, skills development, and second chances is key to reducing poverty and boosting growth. Countries need policies that expand labor market opportunities, improve education quality and relevance, and provide skills training. A "youth lens" should assess how policies support youth opportunities, capabilities, and recovery from poor outcomes. Successful programs attract young people, help them reenter the mainstream, and combine technical/life skills training with work experience.
This document discusses economic success for underserved students through college access. It begins by establishing that education is seen as key to upward mobility, but that underserved students like those from low-income backgrounds face barriers to accessing and completing higher education. The document then provides a history of underserved students in college access, noting gaps remain in the US compared to other countries. It discusses initiatives to help underserved students with college preparation and awareness of financial aid options. The document also examines assessment methods used to evaluate programs supporting underserved students and measures like attendance and course completion that can predict higher education success.
PA EX 512 Assignment3-Policy and Politics MemoLizzie Evans
The document analyzes a hybrid dropout prevention pilot program implemented in a Seattle high school. It finds that the program was beneficial over the long-term for program participants, increasing graduation rates. It recommends expanding financial literacy education to K-12 public schools statewide as a cost-effective way to further reduce dropout rates compared to other alternatives like preschool programs or after-school mentoring. The analysis considers the costs, benefits, and political feasibility of various policy options to inform state policymakers.
This document discusses a study on the financial literacy of undergraduate students in Ayodhya District, India. The study had the following key objectives: 1) To assess the level of financial literacy among undergraduates, 2) To analyze how demographic factors like gender and education impact financial literacy, and 3) To determine respondents' financial attitudes and behaviors.
The study surveyed 100 undergraduate students aged 18-30 years using a questionnaire. It found that gender, age, and household income had no significant impact on financial literacy. However, the discipline of study and parents' occupation did significantly impact financial literacy. The study concluded more attention needs to be paid to improving financial literacy across all university disciplines. It recommended including financial literacy courses,
The Effects Of Parental Involvement On Public SchoolsDenise Enriquez
Career and technical education (CTE) can benefit students with disabilities by providing practical skills training. However, CTE teachers need to be prepared to meet the needs of students with disabilities to ensure they have equal access to CTE programs and services. Implementing accommodations and supports outlined in students' individualized education programs (IEPs) or 504 plans is crucial for students with disabilities to succeed in CTE courses.
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Find a recent merger or acquisition that has been announced in the media. What are the implications for the merger or acquisition and plans for implementing the blending firms? Also, evaluate and describe two possible technological innovations that may have led to the merger or acquisition. Would you have obtained this new technology or innovation differently? Why? Include the reference information of the article. Respond substantively to at least two other learners.
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Find a work of visual art, architecture, or literature from either Ancient Greece or Rome that appeals to you. Ensure that your choice was created in the time frames identified here. It should not simply be a depiction of something in this time period.
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Find a “real-life” example of one of the following institutions. Examples can be found in every state. A simple search for “Department of Corrections” is a good place to start.
Medium-Security Adult Male Institution
Regional Parole and Probation Office Team
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Community Correctional Institution
Supermax Correctional Institution
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Introduce your institution by identifying the following:
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2) Mission statement (if published)
3) Population served (number and demographics)
4) Examples of programs offered
5) Number of uniformed personnel and other staff members
Then develop a strategic plan considering the major themes of
Communication; Coordination (formal channels); and Cooperation (informal):
Include in your plan the following:
1) Four (4) organizational objectives (these can be future goals over a 1, 5, or 10-year period)
2) Strategies to address each of the objectives
3) At least 1 employee
or
inmate program that helps to achieve each objective
4) A method for assessing success for each objective
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Financial Reporting Problem and spreedsheet exercise.
This is an comanding assignment. I am willing to pay good money because I need this assignment to be done correctly and on time. Please review the assignment before sending me an handshake.
**Serious inquires only***
Please see attachment for the assignment.
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Questions to address might include:
How does the event relate to issues addressed in class?
How might similar situations be mitigated?
What is the broader impact of the event (e.g., nationally, globally, etc.)
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Financial Statement Analysis and Disclosures
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Imagine you are considering investing in a corporation.
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From the e-Activity, highlight the main elements that primary disclosure accounting policies encompass, and provide at least two (2) examples of the most commonly required disclosures.
Give your opinion on the way in which the disclosures you identified are important to financial statement users.
Provide a rationale for your opinion.
e-Activity
Go to the International Financial Reporting Standards (IFRS) Website to review authoritative guidance on “accounting policy disclosures”, located at
http://www.ifrs.org
in the search engine type in “accounting policy disclosures”.
Be prepared to discuss.
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Financial Ratios
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Financial Analysis
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Financial Laws and Regulations
Complete an APA formatted 2 page paper (not including the title and reference pages) answering the following questions:
What are five elements pertaining to the establishment of a false claim under the False Claims Act?
HIPAA privacy standards were designed to accomplish what three broad objectives? Explain each.
Stark II laws prohibit physician referrals to entities in which the physician has a financial relationship. What are 10 specific designated health services (DHS) for which referrals by physicians who have financial relationships with the entity providing the DHS are prohibited?
Discuss the following:
Qui tam
HIPAA Privacy Rule
EMTALA
Compliance programs
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Financial Management Discussion
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75- 150 words required.
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Final Written Art Project (500 words) carefully and creatively written words and sentences. Artist Statement (250 words)
WRITTEN ART PROJECT
Create a disjunctive or non-narrative piece
that engages all three aspects of reality that we have been discussing throughout the quarter: 1) larger political, social, and economic realities 2) personal or human dramatic situation and 3) detritus of existence. Make sure each of these are well represented and that they do not merely serve as a backdrop or props for other parts of your piece. In other words, make sure each of these aspects of reality is given its due as determining of your or others reality.
Possible Strategies and Advice:
Switch between first and third person perspectives. Make use of actual seeings—what you see. Describe and only occasionally explain or meditate. Meditate a great deal but be sure you are specific . Enact and don’t preach.
Create a concept (a title for your piece) that gives the reader a sense of the intent of your work.
This concept should serve to suggest complementary or conflictual relations between the different parts of your piece. Ultimately in placing all your parts together, in proximity to one another, you want the “whole” to be greater than the sum of the parts.
ARTIST STATEMENT
Please describe the intent of your piece and how you think its disjunctive form allows you to create a sense of reality that you wish to create. Please consider key words and concepts from the module syllabus as well as the ideas that have emerged from course discussions and thought challenges. You might also find these artist’s statements of use:
Chekov
Remove everything that has no relevance to the story. If you say in the first chapter that there is a rifle hanging on the wall, in the second or third chapter it absolutely must go off. If it’s not going to be fired, it shouldn’t be hanging there.
Marguerite Duras
Sometimes I realize that if writing isn’t, all things, all contraries confounded, a quest for vanity and void, it’s nothing. (
The Lover,
8)
Leslie Scalapino
I intended this writing to be the repetition of historically real events the writing of which punches a hole in reality. . . . There was when writing the work something else going interiorily besides what’s going on in segments.
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Financial management homework
Unit III
Financial Planning, the Financial System and Governance
Review:
Learning Activities (Non-Graded):
See Study Guide
Read:
Chapter 4:
Financial Planning
Chapter 5:
The Financial System, Corporate Governance, Interest, and the Financial Crisis of 2008
Submit:
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Final Project
The Final Project should demonstrate an understanding of the reading assignments, class discussions, your own research and the application of new knowledge. It should utilize previous skills developed in foundational health care courses and apply them within the context and viewpoint of a health care administrator and their role in managing health and human services.
For the Final Project, select one of the following topics and conduct scholarly and professional research while integrating the course’s learning outcomes to address a selected topic:
Research specific leadership and management traits and theories necessary for managing a multidisciplinary and multicultural health care organization to promote organizational effectiveness.
Present how strategic planning, performance improvement, and information systems are interrelated and fundamental to the delivery of quality health care.
Examine the financial characteristics of health care delivery along with managing costs, revenues, and human resources.
Analyze ethical and legal concepts, including specific federal regulations, required of health care organizations to ensure the delivery of high quality health care that protects patient safety.
Research Requirements
Academic research and papers must meet certain standards of quality that are recognized by the academic community. What constitutes quality academic research?
The use of primary (original), credible sources written by experts in the field of study.
Ensuring secondary sources are supported by research in primary sources.
Making sure all research is relevant and that material used is pertinent to the area of study.
In graduate work, the use of peer-reviewed journal articles (journal articles reviewed by recognized experts in the relevant field of study) is required.
Keep in mind that educational websites may be appropriate, in some cases, but should be evaluated carefully.
The Ashford University Library offers many excellent databases and other resources to assist you in conducting scholarly research.
What sources are not acceptable for academic research and referencing?
Encyclopedias
Dictionaries
Wikipedia, other wikis, or blogs
Websites and other sources that do not provide quality researched materials (e.g., they do not use credible sources to support the information in the document).
All research must reflect professional academic protocol and must be documented according to APA standards as outlined in the Ashford Writing Center.
Creating the Final Project
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Introduction
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After reviewing the materials throughout the course and based on what you have learned, create a PowerPoint presentation of at least six slides that covers the following topics:
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Describe the public health organizational structure.
Examine the legal and ethical dimensions of public and community health services.
Analyze funding of public and community health services.
Discuss the role of communication in community and public health programs.
Creating the Final Project
The Final Project:
Must be created using a screencast program such as Jing, Screencast-O-Matic, Screenr, or other audio/video program.
Must be a minimum of six PowerPoint slides in length (excluding title and reference slide), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title slide with the following:
Title of presentation
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include a succinct thesis that is presented on the opening slide.
Must address the topics with critical thought.
Must use at least four scholarly sources (not including the course text), including a minimum of two from academic journals found in the Ashford University Library. Other sources should be obtained from appropriate epidemiological information.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Improving financial literacy incollege of business students
1. Improving financial literacy in
college of business students:
modernizing delivery tools
Ronald Kuntze
College of Business, University of New Haven, West Haven,
Connecticut, USA
Chen (Ken) Wu and Barbara Ross Wooldridge
Soules College of Business,
The University of Texas at Tyler, Tyler, Texas, USA, and
Yun-Oh Whang
Joseph M. Katz Graduate School of Business,
University of Pittsburgh, Pittsburgh, Pennsylvania, USA
Abstract
Purpose – The purpose of this paper is to develop and test
through an experiment, an innovative online
video teaching module that significantly improves financial
literacy in college of business students. Specific
business major financial literacy levels are also tested.
Design/methodology/approach – A total of 244 college of
business students were given a financial
literacy test. Half of the students were exposed to the
“treatment” (watched a video module), while other half
were not. The videos comprised 67 min of micro-lectures that
students could download, free of charge, at their
own convenience. The researchers analyzed the impact of a
previous personal finance course on students’
financial literacy levels and tested across four business majors.
2. Findings – The video intervention was the most successful at
increasing financial literacy, surprisingly more
so than having taken a past personal finance course. Interaction
effects were not significant. Four college
majors were tested with a shorter, improved financial literacy
measure – finding, to our surprise that
non-quantitative business majors (particularly marketing
students) are not less financially literate than other
majors. Supporting past research, the authors found that female
and African-American college students
performed significantly lower on the test.
Originality/value – The research adds value to the literature by
developing and testing a modern, novel
teaching innovation to improve financial literacy in young
adults. Using an experimental setting, the authors
showed that the innovation was more effective than the
commonly proscribed personal finance course. This is
one of the few studies to measure financial literacy levels for
specific college of business majors.
Keywords Experiment, Video, College of business students,
Financial literacy improvement
Paper type Research paper
Introduction: financial literacy – a significant individual and
societal problem
Since the late 1990s, the study of “Financial Literacy” has been
a hot-button issue in the
popular press as well as in education, economics, management,
finance and marketing
journals. Politicians, pundits, educators, economists and the
media fervently express
trepidation that Americans, particularly younger ones, appear
unable to save money, invest
appropriately, handle credit, solve basic math and financial
problems as well as comprehend
both personal and national financial matters (Hamilton, 2013;
4. Millennials are particularly challenged by financial illiteracy
due to the unprecedented
burden of credit cards and student loans (de Bassa Scheresberg
and Lusardi, 2014; Xiao
et al., 2011), making US college students a surprisingly
vulnerable population. This extends
to recent college graduates. Several studies find mean college
financial literacy scores not
much higher than K-12, even among business majors (Hamilton,
2013), with post-secondary
US students having “inadequate knowledge” of personal finance
(Hanna et al., 2010;
Mandell, 2008; Xiao et al., 2014). As a result, even educated
and affluent younger Americans
may find themselves unable to navigate the financial world,
prone to make uninformed
decisions and misled about financial matters (Marcolin and
Abraham, 2006). Williams and
Oumlil (2005) have called for an “intervention strategy” to
improve young college adults’
ability to make informed financial decisions. From a macro-
economic perspective, if the
highest educated and financially secure cohort (college
graduates) in a nation are crippled
by poor financial skills and knowledge, we risk an
“uncompetitive and unattractive
workforce that by necessity will lean more on social programs,”
according to Ted Beck, CEO
of the National Endowment for Financial Education (Malcolm,
2012).
Although a generalized lack of objective financial knowledge
among younger Americans
5. has been documented for decades at both the high school and
college level (Chen and Volpe,
1998; Danes and Hira, 1987; Lusardi et al., 2010), there appears
to be little research focused
on the financial literacy of specific college majors. As
marketing and finance professors,
several of the researchers on this project were interested in
whether the poor financial
literacy scores found in college of business studies extend
equally across all majors. There is
a concern that poor financial literacy may be amplified in
marketing, where there is a long
documented history of students experiencing difficulty with
math, statistics and numeracy
(Aggarwal et al., 2007; Budden, 1985; Ganesh et al., 2010).
As marketing researchers and scale developers, we also hoped
to find more research
exploring financial literacy scale development, refinement and
validation (as called for by
Hastings et al., 2013; Hung et al., 2009). Researchers disagree
upon construct definitions for
financial literacy, ways to measure it and direct links to
behavior (Huhmann and
McQuitty, 2009). There are additional ongoing disagreements
about related constructs such
as financial capability, objective financial knowledge and
financial self-efficacy (Hung et al.,
2009; Taylor, 2011; Shim et al., 2013; Xiao and O’Neill, 2016).
Finally, it appears that the major thrust, in terms of efforts to
improve financial literacy
in millennials, is often relegated to a mandated personal finance
course “unevenly applied”
in K-12 grade (Harrington and Smith, 2016). We would like to
see the rich tapestry of modern
6. marketing educational tools such as mixed media, online video
workshops and seminars,
and exploratory teaching methods available to marketing
educators expand to include the
improvement of financial literacy across the college curriculum.
Study purpose
The purpose of this study is to extend the conceptual and
theoretical literature related to
financial literacy improvement in young people, particularly in
college of business students.
We analyzed the effectiveness of short videos vs taking a more
traditional finance course
and evaluated the impact on the participants’ performance on a
financial literacy test.
Working with online media sources already in place, the
researchers utilized video
self-tutorials, and an experiment was conducted with 244
college of business students to
explore if these online tutorials would significantly improve
financial literacy in business
majors. Specific business school major, GPA, demographics and
exposure to a personal
finance course were each analyzed, as well as more appropriate
measures of college student
literacy proposed. The study more deeply explores marketing
and management majors,
potentially at risk for poor financial literacy demographic
groups, and calls for marketing
researchers to assist in scale development and improvement.
This study also extends
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7. literacy
research in utilizing greater diversity in teaching perspectives
(Xiao and O’Neill, 2016), and
simplifying and modernizing information/content learning and
delivery (Huhmann and
McQuitty, 2009) using online web tools and systems
(Alwehaibi, 2015; Wankel, 2010).
Financial literacy and students
The GAO (2012) defined financial literacy as: “the ability to
make informed judgments and
to take effective actions regarding the current and future use
and management of money. It
includes the ability to understand financial choices, plan for the
future, spend wisely, and
manage the challenges associated with life events such as a job
loss, saving for retirement,
or paying for a child’s education” (p. 3). The origins of
academic research and measurement
of financial literacy began with US high school seniors and the
development of a lengthy
measurement instrument in the late 1990s with the “Jump$tart,
Baseline Survey 1997–1998
of 12th Graders” (Mandell, 2008). Scores on the measure were
problematic at best, with high
schoolers in the “failing ranges” of 48–57 percent (Jump$tart,
2014). American university
students performed poorly displaying a “dismal knowledge” of
personal finance (Chen and
Volpe, 1998; Volpe et al., 1996) with a mean score of 53
percent on the instrument in the early
years of survey (Hanna et al., 2010). Although the performance
of a sub-segment including
8. both college-bound and college students improved in the late
2000s, the annual nationwide
high school and college student averages were by most
measures still “not passing” (OECD,
2005). Jump$tart survey results support a litany of research
indicating American
consumers, particularly younger ones, are financially illiterate
and this is causing serious
issues at home as well as in business and society (Fernandes,
2014; Malcolm, 2012; Mandell,
2008; Marcolin and Abraham, 2006).
Lack of financial literacy in college students continues to
resonate in the popular
business press as this cohort struggles with repaying soaring
student debt (Lachance, 2012;
Xiao et al., 2014). The average college student now accrues
over $35,000 in student debt
(Ellis, 2013), and poor financial literacy skills in college
graduates magnify the problem.
“It comes back to a financial literacy issue and making sure
students understand what they’re
getting into, how much they’re borrowing and an understanding
that there are different
options for them at the end,” says Megan McClean, Director of
Policy and Federal Relations at
the National Association of Student Financial Aid
Administrators (Bidwell, 2013).
More recent research has focused on parsing out and measuring
important objective and
subjective or “perceived” knowledge elements of the financial
literacy construct (Hadar et al.,
2013; Nejad and Javid, 2018). It is presumed that overly
confident college students and
graduates who lack true objective financial literacy will make
9. uninformed personal decisions
in their everyday financial lives (Perry, 2008; Porto and Xiao,
2016) and may even negatively
impact significant financial decisions at work after graduation.
Fernandes (2014) worried that
financial illiteracy runs rampant in corporate America and that
business executives and
managers without basic financial skills make key strategic
decisions daily. Numerous studies
and measures indicate that American college students score
poorly when it comes to financial
literacy and performance is deteriorating for most groups. Of
particular concern are minority
student populations (Harnisch, 2010) and women (Bucher-
Koenen et al., 2017) who continue to
test at lower financial literacy levels. Experts further warn that
a lack of financial literacy and
basic financial skills in graduated business majors is costing our
economy through
entrepreneurial failure (Hannaher, 2011), consumer debt
(Collins et al., 2011; Ellis, 2013;
Lusardi and Tufano, 2009), risky decision making (Mouna and
Jarboui, 2015; Blankson et al.,
2012) and poor corporate decision making (Fernandes, 2014;
Gruca, 2000).
Relatedly, there has been great concern over marketing
students’ apparent weaknesses
in math, statistics and quantitative skills. First diagnosed nearly
30 years ago by Budden
(1985), researchers since have called for educators to enhance
financial and analytical skills
in the classroom (Brennan and Vos, 2013; Ganesh et al., 2010;
Gruca, 2000) and have warned
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that math and quantitative skills have become even more
important for marketers
post-graduation (Davis et al., 2002). Undergraduate marketing
majors have been found to
lack mathematical and quantitative skills in general (Aggarwal
et al., 2007), and may even
gravitate to the major because of perceived lower quantitative
skills requirements when
compared with other business majors (Ganesh et al., 2010).
According to Tarasi et al. (2012),
marketing students are less likely to have an affinity for the
crucial quantitative aspects of
the discipline and statistical anxiety is especially strong for
marketing majors relative to
other business majors. This has become a significant concer n
for marketers with the
contemporary emphasis on “Big Data” analysis and marketing
metrics in the workforce
(Schlee and Harich, 2010). This is extremely important for
marketing faculty, since
weaknesses in marketing math and elementary financial
understandings weaken
employability of marketing graduates (Brennan and Vos, 2013).
“Poor mathematical
fluency” appears to continue even after four years of marketing
curricula (Saber and Foster,
2011). Degreed marketing managers exhibit poor financial
planning skills (Abernethy and
Gray, 2000) and their lack of financial literacy, numeracy and
problem-solving skills can
11. significantly handicap a marketer’s business career as well as
hurt his or her ability to
advance in an organization (Ganesh et al., 2010). Aggarwal et
al. (2007) warned that
particularly quantitatively challenged marketing undergraduates
may find difficulty both
on the job front and in their hopes of gaining an MBA with poor
and declining GMAT
scores. After graduation, marketing majors are increasingly
called upon to be accountable
for their financial decisions within the firm (Brennan and Vos,
2013; Ganesh et al., 2010;
Saber and Foster, 2011).
The marketing major has a significantly higher percentage of
female graduates
compared to higher paying numerical majors such as
engineering and computer science
(50 percent vs below 20 percent – Perry, 2016), supporting the
argument that women
marketing majors comprise a vulnerable group in terms of
financial well-being. Mahdavi
and Horton (2014) found college-educated women particularly
at risk for lower levels of
financial knowledge and call for action to enhance financial
literacy in this population as
well as vulnerable ethnic groups (Bucher-Koenen et al., 2017;
Nejad and O’Connor, 2016).
On the positive side, poor quantitative, statistics and numeracy
skills (and apparent
interest) among marketing majors (Tarasi et al., 2012) have
resulted in a myriad of
cross-departmental creative teaching innovations for
undergraduates and MBA students
(Brennan and Vos, 2013; Gruca, 2000; Saber and Foster, 2011).
12. Innovative pedagogical tools
and methods to improve the “less quantitative minded” business
student’ have resulted in
whiteboards in the classroom (Greene and Kirpalani, 2013),
stand-alone self-study tutorials
(Chen et al., 2012) and innovative class modules to improve
numeracy (Ganesh et al., 2010).
The financial literacy literature appears to have a gap in cutting
edge pedagogical tools (see
Lusardi et al., 2017 for an exception), and researchers have
called for more creative methods
in the classroom (Goetz et al., 2011; Huhmann and McQuitty,
2009).
Researchers have also suggested greater financial skills
development and exposure to
basic finance concepts be integrated into the marketing
curriculum (Brennan and Vos, 2013;
Gruca, 2000). A personal finance course and financial literacy
itself is often ignored after
high school, and neither is a part of the majority of university
business programs. Bianco
and Bosco (2011) examined the curricula of 100 AACSB
accredited schools and found that
only 54 percent offered a personal finance course, and that these
were mostly (44 percent)
only offered (not required) to business majors. Only 10 percent
of these offerings were
available to non-business majors (Lafond and Leaubie, 2014).
These numbers indicate that
many marketing majors and graduating marketing professionals
from the social sciences
and more practice-based backgrounds miss out on personal
finance and financial literacy
education after high school. The majority of advertising-, sales-,
web-development- and
13. branding-focused students are not exposed to the basic concepts
of financial literacy.
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Since financial literacy is “the ability to make informed
judgments and to make effective
decisions regarding the use and management of money”
(Marcolin and Abraham, 2006),
it should be a concern to marketing faculty that financial
literacy is not more adequately
addressed in or adjacent to the marketing curriculum.
Study rationale and measure development
In order to ascertain basic financial literacy levels in business
majors and explore whether
there might be problems and/or differences among majors,
several researchers at different
universities collaborated in an experiment. The idea began with
a finance professor who had
taught personal finance in the past, and was interested in
analyzing financial literacy in
different majors. This professor had been developing a shorter
version of the lengthy Jump
$tart Instrument (2009) that would be more concise (length of
time to complete: 15 vs 45 min)
and had more age appropriate measures. Researchers have often
used abbreviated
instruments to measure financial literacy (Hanna et al., 2010;
Mitchell and Lusardi, 2015).
14. Through collaborating with several marketing professors, a 16-
item financial literacy
instrument was developed and pre-tested across three
universities and scores of students.
The shorter instrument maintained similar “means” to the
larger, ungainly Jump$tart
measure that had been used over decades primarily to study high
school students. This
research tested several new questions specifically developed to
measure financially
informed and effective judgments, vs more commonly measured
financial knowledge (Jump
$tart questionnaire). We also sought to update the context of the
questions to better suit the
age bracket of our subjects (college students). These two sample
questions (among others)
delve deeper into behavioral intentions:
(1) You just received the following offers from credi t card
companies. It came in a good
time because you needed $1,000 for a new laptop to replace the
old one that just
broke down. You expect to be able to pay it back in full in two
years. Which of the
following would be the best offer?:
• $0 signup fee and 10 percent annual percentage rate (APR)
interest for two years.
• $200 signup fee, 0 percent APR interest for the first year and
12 percent APR
interest for the second year.
• $0 signup fee, 0 percent APR interest for the first year and 18
percent APR
interest for the second year.
15. (2) Which of the following scenarios would you choose for
books for next semester? The
on-campus bookstore price of these books is $400. If you buy
from the bookstore at
full price, they will give you $100 back if you sell back all the
books at end of the
semester (one quarter of your purchase). Assume you cannot
sell back books
from online, or if purchased at a discount from the bookstore.
Choose the best
priced option:
• You buy the books full price from the bookstore, you only sell
back 80 percent of
the books.
• Bookstore has a sale at 25 percent off.
• Online store rents them for 50 percent full price; you must pay
shipping and
handling (receiving and returning) of approximately $45 each
way.
Although these are two of the longest, most complex (and time
consuming) questions, they
clearly resonate with a younger subject pool and represent
complex decision making with
real financial outcomes.
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16. The next step was to use the instrument to test and compare and
contrast financial
literacy levels of college of business majors. The marketing
professors were interested in
whether marketing majors would score poorly – particularly in
comparison to more
“quantitative” business majors such as accounting and finance.
After canvassing the financial literacy literature, two marketing
professors suggested
adding an experimental teaching component to the testing of
business majors. The
marketing professors had developed innovative pedagogical
tools to improve numeracy and
statistical knowledge in marketing students using online
training videos in the past. Armed
with the understanding that these kinds of tools were not being
commonly used to
improve financial literacy with college students, the co-authors
set out to find or produce a
more personalized, online video that could be easily accessed
by students on their own time.
The video would be short in time (shorter than a single class
period), cost effective (utilizing
extant videos on YouTube – or easily produced videos by a
professor) and effective
in terms of increasing financial literacy measures. The goal of
this study then expanded
beyond simply measuring financial literacy in college of
business majors, to include a
teaching innovation to improve students’ financial literacy
knowledge. Collaborating
researchers across different disciplines added to the richness of
the scale development and
teaching innovation.
17. Students at the private southeast school in three different
business courses participated
in the experiment. Students in introductory business (4 sections
for a total of 116 students),
introductory finance (2 sections for a total of 36 students) and
introductory marketing
(3 sections of 92 students) course took part so that the
researchers could maximize students
from multiple majors.
Video treatment development
In order to quickly roll out a video tool easily accessible to
students, previously developed
financial literacy videos on YouTube were chosen. It should be
recognized, however, that
instructors could create and develop their own videos for this or
related pedagogical
purposes. Researchers hoped the learning module could be
integrated later into an
introduction to business course – or a principles of marketing
course (perhaps during
“break-even analysis” or “marketing math”) without having to
add any significant class
time to the curriculum. Dowell and Small (2011) found that
college students’ incorporating
online resources into their self-regulated learning strategies can
significantly improve
engagement and outcomes. Lusardi and Mitchell (2014)
indicated that videos can be
particularly compelling at improving financial literacy and
Henager and Cude (2016)
suggested that young people specifically respond to new and
creative self-directed learning
options. We hope this research contributes to the growing
literature on packaging learning
18. modules for millennials and delivering them online through
YouTube and social media
(Alwehaibi, 2015; Phillips and Trainor, 2014).
Two private university professors were tasked with finding
approximately one hour of
video micro-lectures that could be easily aggregated into a
module that students could
download, free of charge, at their own convenience. This
specific time length coupled with a
short, financial literacy measurement tool would equate to the
time of a single class period in
a three or four credit-hour course. College students were
expected to have a shortened
attention span, one that is echoed by nearly all consumers who
“spend very little time
processing financial information” (Huhmann, 2017, p. 757).
To test the efficacy of the module, financial literacy levels were
assessed across cohorts
receiving the treatment (module) vs those not receiving the
treatment. Financial literacy
scores were also compared across several majors and several
other classes (introduction to
business), something not done in previous research. Finally, the
researchers analyzed the
impact of a previous personal finance course on their students’
financial literacy.
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19. To minimize demand effects and not “teach to the test,” the
researchers at the private
institution were not given the measurement tool. They were
given the GAO (2012) definition,
several “popular press” articles on financial literacy and its
decline among US students, and
two other construct definitions as a guide for selecting the
micro lectures to be included in the
module (Jump$tart, 2014; Marcolin and Abraham, 2006). The
total module length ended up at
67:36 – and the links can be accessed at:
https://youtu.be/7cvDExdTKsw. The module was
pre-tested with over a dozen undergraduate and MBA students
to get feedback in terms of
optimal length, concept clarity and the “level of boredom” as it
was assumed (correctly,
unfortunately, etc.) that undergraduate business students would
have a limited attention span
for some of these concepts. The pre-testing helped to inform the
final length and video choices.
Experimental protocol and composition
The use of several introductory courses with multiple sections
allowed the researchers to
reach a wider variety of majors than otherwise possible. The
researchers included a
question allowing them to assess if a student had previously
taken personal finance. We
were agnostic as to how differing majors and previous exposure
to personal finance might
impact the experimental results, although it was expected that
those students that had
taken such a course in the past would score higher on measures
of financial literacy.
Students in the experimental group were given the link to the
20. video and asked to view it
within a two-week period before Spring break. Both the control
and experimental
groups were asked immediately after spring break to fill out a
questionnaire in class for
extra credit – providing an interval of time between viewing the
module and measuring
financial literacy. There were no discussions of financial
literacy in any of the classes. No
details about the study were provided until after all students had
completed the survey.
A total of 244 students were involved in the research, all were
given a financial literacy
test. Of these, 122 were asked to watch the video, while 122
were not. The viewing data
provided by the YouTube video indicated that there were 107
unique views of the video.
Approximately 50 percent watched the entire video or most of
it, while 13 percent watched
less than 2 min of the video. The remaining 37 percent were
exposed to varying amounts of
viewing. We were unable to parse out performance on the test
based upon viewing time. Of
the 244 students, 12 declined to provide their major, the
remaining 183 identified business
majors were as follows: marketing 23.4 percent, management
45.4 percent, accounting
22.9 percent and finance 8.3 percent. The majority of
respondents had not taken a personal
finance course (72 percent), while 28 percent had, ten of the
students declined to answer the
question. The majority of students were male (63 percent), had
a GPA between 2.5 and 3.5
(62 percent) and were mostly juniors (54 percent) and seniors
(33 percent). The 49 percent of
21. the students had $1,000 or less of credit card debt, 29 percent
had $1,000 to $3,000 and
22 percent had over $3,000. In total, 62 percent of the students
anticipated having less than
$5,000 in student loans, while 28 percent anticipated loans
between $5,000 and $30,000, and
22 percentage anticipated loans over $30,000 with 5 percent of
these students estimating
loans of more than $50,000. The majority of the students were
white (70 percent), with
13 percent African-American, 11 percent Hispanic and 6 percent
other (including Asian and
Native American).
Experimental findings
The primary research finding was that the relatively short (just
over one hour)
video treatment had a significant positive effect upon financial
literacy scores for the
students – across all majors (see Table I). The video treatment
had a stronger positive effect
than a previously taken personal finance course (since most of
these students are juniors,
many of them would have recently taken the personal finance
course – or even taking it
concurrently). The most important finding is that those students
exposed to the video
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https://youtu.be/7cvDExdTKsw
22. module scored significantly higher than those who did not
receive the treatment (po0.001;
F-statistic ¼ 20.03). Having had a personal finance course also
had a stronger positive
effect (po0.03, F-statistic ¼ 4.64) but curiously there was not a
significant interaction
effect (p ¼ 0.21).
A two-factor ANOVA model with fixed effects for the two main
variables of interest
(video treatment and personal finance course) and their
interaction was used to analyze
results. To explore student/major effects, marketing and
management majors were
combined reflecting an extensive literature suggesting these two
majors are the
“non-quantitative” business majors vs the more numeracy-
oriented accounting and
finance majors (Chinen and Endo, 2012; Gruca, 2000; Saber and
Foster, 2011). We combined
the majors to verify this assertion, as well as increase sample
size and statistical power.
The marketing/management combined group scored
significantly higher (po0.02) after
the treatment.
Results indicated that all majors might benefit from the video
treatment. A personal
finance course also significantly improved students’ financial
literacy scores (po0.03), but
surprisingly, the effect was less than that of the video
intervention (Table II).
Perhaps the most unexpected result is the fact that the
interaction of the two variables
(video and a previous personal finance course) is not
23. statistically significant implying taking
a personal finance course earlier and then watching an online
tutorial does little to boost
scores (as would be expected from the statistically significant
impact of each). The video
treatment boosts scores significantly and so does a personal
finance course albeit to a lesser
extent. The online video treatment does not seem to increase the
financial literacy scores
for those who already had personal finance. It should be
recognized that the researchers
did not measure the time distance between taking a personal
finance course and the
testing of financial literacy – so for some respondents there may
have been a potential for
recency effect.
We theorize that the video is so effective because it is very
powerful in increasing
understanding of personal finance, especially for those who
never had personal finance.
This bodes well for non-finance majors; perhaps the liberal arts
college could make use of
the video concept and this might also point to online tutorials as
a way to improve adult
learners. So why do these videos appear so effective? As
mentioned earlier, there is a
growing literature suggesting that online tools resonate more
strongly with millennials.
Source of variation df Sum of squares Mean square F-statistic
p-value
Video treatment 1 125.3831 125.3831 20.0251 0.00
Personal finance course 1 29.0723 29.0723 4.6432 0.03
Interaction 1 0.4396 0.4396 0.0702 0.21
24. Error 230 1,440.1010 6.2613
Total 233 1,594.9960
Table I.
Two-factor ANOVA
analysis of impact of
the video treatment
and personal finance
course for all
students sampled
Source of variation df Sum of squares Mean square F-statistic
p-value
Video treatment 1 22.5311 22.5311 5.2956 0.02
Personal finance course 1 1.7361 1.7361 0.4081 0.48
Interaction 1 16.7216 16.7216 3.9302 0.05
Error 86 365.9000 4.2547
Total 89 406.8889
Table II.
Two-factor ANOVA
analysis of impact of
video treatment and
personal finance
course for marketing
and management
students only
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25. financial
literacy
According to Craig Kunitani, Co-founder of Security Mentor
“The Millennial generation has
a unique relationship with technology and digital information.
Thanks to a lifetime of video
games and always being connected to mobile digital
communication/ media, they are used
to doing everything at ‘twitch speed’ and have little patience for
lengthy lectures. Burst
learning is a great fit for their preferences and data consumption
habits – think snackable
content” (SCMagazine.com, 2016) (Table III).
Financial literacy-level findings
Unexpectedly, the mean score of marketing students (7.64) on
the questionnaire was not
significantly lower than that of other majors ( finance ¼ 7.69,
accounting ¼ 7.50,
management ¼ 6.88) contrary to previous research (particularl y
Chinen and Endo, 2012).
In fact, the score differences between majors were not
significantly different, although
management’s lowest score was marginally lower than the
others (p ¼ 0.0593). Previous
research indicating that women perform significantly lower than
men was supported
(3.96 vs 4.71; p ¼ 0.0002 – see Bucher-Koenen et al., 2017;
Nejad and O’Connor, 2016).
African-Americans (3.59) scored lower than the other
demographic groups (range: 4.33–4.56)
for a p-value of 0.016, also supported by the literature
(Harnisch, 2010). There were no
26. other significant race/ethnicity differences in scores. There
were also no significant score
differences between varying GPA level, or classmen (juniors vs
seniors, etc.). See Table IV
for a full summary of findings.
Discussion, implications and limitations
This research uses an experiment and teaching innovation to
significantly improve financial
literacy scores for college of business majors. Findings indicate
that a web-based learning
module was an effective teaching tool in improving financial
literacy; surprisingly more
effective than having taken a personal finance course. This
supports Paramonova and
Ijevleva’s (2015) research on web-based marketing tools, and
Lusardi et al. (2017) and using
Source of variation df Sum of squares Mean square F-statistic
p-value
Video treatment 1 51.5170 51.5170 11.1813 0.00
Personal finance course 1 9.3306 9.3306 2.0251 0.16
Interaction 1 5.0779 5.0779 1.1021 0.30
Error 136 626.6102 4.6074
Total 139 692.5357
Table III.
Two-factor ANOVA
of impact of the video
treatment and
personal finance
course for all
other students
Groups Key findings
27. GPA Generally scores rise with GPA but increases are not
statistically significant (o2.0,
2.0–2.5, 2.5–3.0, 3.0–3.5, W3.5)
Major Marketing majors scored significantly higher than
management majors. There was not a
significant difference between the scores of marketing majors,
accounting majors and
finance majors
Degree aspiration No significant difference among students with
different terminal degree aspirations
(bachelor’s, master’s, professional, doctorate)
Personal finance Video treatment boosts scores significantly for
students who have had a personal finance
class
Gender Males significantly outperform females
Race African-Americans significantly underperformed. The
differences between whites,
Asians, Hispanics, Native American and other were not
significant
Table IV.
Summary of key
findings by groups
984
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37,4
28. videos and visual tools to improve consumer financial literacy.
Video modules appear to be
very effective delivering content to students outside of the
classroom, particularly to teach
additional and related concepts (Wankel, 2010; Kitchenham,
2011).
This online tool, easily accessed outside of the classroom, takes
only about an hour and
can be utilized by all business (including adjunct) faculty.
Online and video modules may be
used as a reinforcement tool thus providing an extra and “free”
resource to assist in student
success; particularly reinforcing a personal finance course that
college students may have
received in high school. An “interventional financial literacy”
seminar (Lusardi et al., 2017)
might also be used outside of the college of business to shore up
financial literacy in any
major. There are also non-college applications of the module –
perhaps giving this or a
similar module to community college students, to new hires for
large organizations, or
perhaps even to consumers requesting a student loan or a home
loan. Future research could
determine which micro-lectures of the module are most
significant in improving financial
literacy. It may be best to develop micro-lectures, or a module
from scratch, rather than
simply utilizing “off the shelf” products. Differing modules
targeted at differing majors, level
of education and potential end-use may be useful. A key value
component of this method is
the ability of the educator to develop and target videos to
specific student populations and
29. specific pedagogical content areas.
This project also involved testing financial literacy levels in
individual college of
business majors – an underdeveloped area of research. The
study indicates that marketing
majors may not be deficient in terms of financial literacy,
mitigating concerns that
marketers may be weak in all areas of “numeracy and
quantitative skills” as past research
has indicated. The levels of financial literacy based upon
measures in this study found little
variance between business majors (with the exception of
marginally significant lower
management scores), GPA or class standing. The financial
literacy measures in this study
did reinforce previous research that at-risk populations, women
and African-Americans,
scored significantly lower. This research argues that college
students themselves, saddled
with huge levels of debt upon graduation and low financial
literacy levels based upon
decades of research, are a vulnerable population needing more
study and more pedagogical
programs and tools focused on improvement.
As with all research there are some limitations. It would be
beneficial to repeat this
experiment with larger numbers of students, to show greater
significance in individual
majors (so we do not have to “combine” majors) and class
standing (so we know “when to
intervene”). Since a key finding is that these videos appeared
more effective than taking a
personal finance course, future researchers need to evaluate
more clearly the timeline
30. between taking this course and measuring financial literacy.
Although video content
delivery in education appears to be a growing and effective
technique, we must make sure
that recency, or other demand effects (such as a higher
correlation between video topics and
financial literacy measures) have not impacted the results.
Further study is warranted to
better control for these exigencies.
It would be valuable to extend this experiment and measurement
beyond the college of
business – liberal arts particularly – and to look at specific
areas of concern for minority and
female students across universities. A shortened financial
literacy test was used (compared
to the Jump$tart Instrument) – however, it was longer than most
instruments used by
financial literacy practitioners on adults (ours having 16
questions). We would also like to
see more questions developed that are germane to college
students and young adults.
We admit that like other researchers, we did not fully develop
our scale using rigorous
scale development procedures (Bearden and Netemeyer, 1993).
Our measures were
pre-tested with students to show comparable score percentages
and effectiveness, but our
shortened instrument may have contributed to the lack of
significance when analyzing
smaller subgroups.
985
Improving
financial
31. literacy
Moving forward, a more “age appropriate” and shortened
instrument should be created
specifically for college students and young adults, one
developed following individual trait
scale development procedures and validity and reliability
testing more typically found in
the social sciences. We contend the construct of financial
literacy itself needs to be
appropriately defined, supporting Williams and Oumlil’s (2005)
call for theory development
and Potrich et al.’s (2014) request to develop a financial
literacy model for university
students. This research underscores the need for consumer
behaviorists to develop a
nomologically and internally/externally valid and reliable trait
scale for financial literacy
applicable for college students and adults, following rigorous
scale development procedures
(Bearden and Netemeyer, 1993).
Finally, we must recognize that financial literacy is a nuanced
and complex array of
cognitive abilities, personal attributes, behaviors and critical
thinking that evolves over
time. Our environment, our education, our family and friends
(and major, and
demographics) all potentially impact our financial literacy
levels. Although this research
found success with a simple and efficient online video module,
we should remember that it is
just one potential tool now available in our arsenal to battle a
significant cultural and
32. educational problem in the USA.
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Corresponding author
Barbara Ross Wooldridge can be contacted at: [email protected]
For instructions on how to order reprints of this article, please
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www.emeraldgrouppublishing.com/licensing/reprints.htm
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990
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47. Below Expectations
Does Not Meet Expectations
Research Problem/Purpose
Points:
Points Range:
25.2 (9.00%) - 28 (10.00%)
Research problem, purpose of research, and relevance to
nursing are clearly identified.
Feedback:
48. Points:
Points Range:
21.28 (7.60%) - 24.92 (8.90%)
Research problem, purpose of research, and relevance to
nursing are somewhat identified.
Feedback:
49. Points:
Points Range:
16.8 (6.00%) - 21 (7.50%)
Research problem, purpose of research, and relevance to
nursing are mostly absent or misidentified.
Feedback:
50. Points:
Points Range:
0 (0.00%) - 16.52 (5.90%)
Research problem, purpose of research, and relevance to
nursing are absent.
Feedback:
51. Review of the Literature
Points:
Points Range:
37.8 (13.50%) - 42 (15.00%)
Concepts explored in the literature review are clearly
identified. Critique of the references is included and well
developed.
Feedback:
52. Points:
Points Range:
31.92 (11.40%) - 37.38 (13.35%)
Concepts explored in the literature review are somewhat
identified. Critique of the references is included, but may not be
fully developed.
Feedback:
53. Points:
Points Range:
25.2 (9.00%) - 31.5 (11.25%)
Concepts explored in the literature review are misidentified.
Critique of the references is severely lacking.
Feedback:
54. Points:
Points Range:
0 (0.00%) - 24.78 (8.85%)
Concepts explored in the literature review are absent. Critique
of the references is absent.
Feedback:
55. Theoretical Framework
Points:
Points Range:
25.2 (9.00%) - 28 (10.00%)
A theoretical concept/framework is identified and wel l
analyzed for appropriateness. If the article lacks a
concept/framework, a suitable one is suggested.
56. Feedback:
Points:
Points Range:
21.28 (7.60%) - 24.92 (8.90%)
A theoretical concept/framework is somewhat identified and
analyzed for appropriateness.
If the article lacks a concept/framework, a potential
concept/framework is suggested, but it is somewhat
inappropriate.
57. Feedback:
Points:
Points Range:
16.8 (6.00%) - 21 (7.50%)
A theoretical concept/framework is somewhat identified and
analyzed for appropriateness.
If the article lacks a concept/framework, a potential
concept/framework is suggested, is not identified or is grossly
inappropriate.
60. measurability is included. Research question and hypothesis are
identified.
Feedback:
Points:
Points Range:
10.64 (3.80%) - 12.46 (4.45%)
IV and DV are somewhat identified and or partially defined.
61. Discussion on measurability is somewhat included. Research
question and hypothesis are partially identified.
Feedback:
Points:
Points Range:
8.4 (3.00%) - 10.5 (3.75%)
IV and DV identification and definition are absent or severely
62. lacking. Discussion on measurability is absent or inaccurate.
Research question and hypothesis are not identified or grossly
misidentified.
Feedback:
Points:
Points Range:
0 (0.00%) - 8.26 (2.95%)
63. IV and DV identification and definition are absent. Discussion
on measurability is absent. Research question and hypothesis
are not identified.
Feedback:
Methodology
Points:
Points Range:
50.4 (18.00%) - 56 (20.00%)
64. Type of design, sample size, study population, sampling
method, and type of reasoning are properly identified.
Reliability and validity of measurement tools, ethical
considerations, and probability vs. non-probability sampling are
discussed.
Feedback:
Points:
Points Range:
42.56 (15.20%) - 49.84 (17.80%)
65. Type of design, sample size, study population, sampling
method, and type of reasoning are somewhat identified.
Reliability and validity of measurement tools, ethical
considerations, and probability vs. non-probability sampling are
discussed, but some information is inaccurate.
Feedback:
Points:
Points Range:
33.6 (12.00%) - 42 (15.00%)
66. Type of design, sample size, study population, sampling
method, and type of reasoning are absent or misidentified.
Reliability and validity of measurement tools, ethical
considerations, and probability vs. non-probability sampling are
either absent or grossly inaccurate.
Feedback:
Points:
Points Range:
67. 0 (0.00%) - 33.04 (11.80%)
Type of design, sample size, study population, sampling
method, and type of reasoning are absent. Reliability and
validity of measurement tools, ethical considerations, and
probability vs. non-probability sampling are absent.
Feedback:
Data Analysis
Points:
68. Points Range:
37.8 (13.50%) - 42 (15.00%)
Data analysis tool is identified. An explanation on how the
results are presented in the study is included and accurate. At
least one finding is appropriately identified.
Feedback:
Points:
69. Points Range:
31.92 (11.40%) - 37.38 (13.35%)
Data analysis tool is somewhat identified. An incomplete
explanation on how the results are presented in the study is
included. At least one finding is identified.
Feedback:
Points:
70. Points Range:
25.2 (9.00%) - 31.5 (11.25%)
Data analysis tool is absent or misidentified. An explanation
on how the results are presented in the study is absent or
grossly unclear. Findings are not included or are grossly
inaccurate.
Feedback:
Points:
71. Points Range:
0 (0.00%) - 24.78 (8.85%)
Data analysis tool is absent. An explanation on how the results
are presented in the study is absent. Findings are not included.
Feedback:
Summary, Conclusions, Implications, and Recommendations
72. Points:
Points Range:
50.4 (18.00%) - 56 (20.00%)
Strengths and limitations of the study are identified. A
discussion on whether or not the study can be generalized is
included. An evaluation of the findings, conclusions, and
significance to nursing is included and appropriate.
Feedback:
73. Points:
Points Range:
42.56 (15.20%) - 49.84 (17.80%)
Strengths and limitations of the study are somewhat identified.
A discussion on whether or not the study can be generalized is
included but may not be fully developed. An evaluation of the
findings, conclusions, and significance to nursing may not be
fully developed.
Feedback:
74. Points:
Points Range:
33.6 (12.00%) - 42 (15.00%)
Strengths and limitations of study are absent or lacking. A
discussion on whether or not the study can be generalized is
absent or lacking. An evaluation of the findings, conclusions,
and significance to nursing is absent or inappropriate.
Feedback:
75. Points:
Points Range:
0 (0.00%) - 33.04 (11.80%)
Strengths and limitations of study are absent. A discussion on
whether or not the study can be generalized is absent. An
evaluation of the findings, conclusions, and significance to
nursing is absent.
Feedback:
76. Mechanics and APA Format
Points:
Points Range:
12.6 (4.50%) - 14 (5.00%)
Written in a clear, concise, formal, and organized manner.
Responses are mostly error free. Information from sources is
appropriately paraphrased and accurately cited.
Feedback:
77. Points:
Points Range:
10.64 (3.80%) - 12.46 (4.45%)
Writing is generally clear and organized but is not concise or
formal in language. Multiple errors exist in spelling and
grammar with minor interference with readability or
comprehension. Most information from sources is correctly
paraphrased and cited.
Feedback:
78. Points:
Points Range:
8.4 (3.00%) - 10.5 (3.75%)
Writing is generally unclear and unorganized. Some errors in
spelling and grammar detract from readability and
comprehension. Sources are missing or improperly cited.
Feedback:
79. Points:
Points Range:
0 (0.00%) - 8.26 (2.95%)
Writing is unclear and unorganized. Errors in spelling and
grammar detract from readability and comprehension. Sources
are missing.
Feedback:
80. Show Descriptions
Show Feedback
Research Problem/Purpose--
Levels of Achievement:
Meets or Exceeds Expectations
25.2 (9.00%) - 28 (10.00%)
Research problem, purpose of research, and relevance to nursing
are clearly identified.
Mostly Meets Expectations
21.28 (7.60%) - 24.92 (8.90%)
81. Research problem, purpose of research, and relevance to nursing
are somewhat identified.
Below Expectations
16.8 (6.00%) - 21 (7.50%)
Research problem, purpose of research, and relevance to nursing
are mostly absent or misidentified.
Does Not Meet Expectations
0 (0.00%) - 16.52 (5.90%)
Research problem, purpose of research, and relevance to nursing
are absent.
Feedback:
82. Review of the Literature--
Levels of Achievement:
Meets or Exceeds Expectations
37.8 (13.50%) - 42 (15.00%)
Concepts explored in the literature review are clearly identified.
Critique of the references is included and well developed.
Mostly Meets Expectations
31.92 (11.40%) - 37.38 (13.35%)
Concepts explored in the literature review are somewhat
identified. Critique of the references is included, but may not be
fully developed.
Below Expectations
25.2 (9.00%) - 31.5 (11.25%)
83. Concepts explored in the literature review are misidentified.
Critique of the references is severely lacking.
Does Not Meet Expectations
0 (0.00%) - 24.78 (8.85%)
Concepts explored in the literature review are absent. Critique
of the references is absent.
Feedback:
Theoretical Framework--
Levels of Achievement:
Meets or Exceeds Expectations
25.2 (9.00%) - 28 (10.00%)
84. A theoretical concept/framework is identified and well analyzed
for appropriateness. If the article lacks a concept/framework, a
suitable one is suggested.
Mostly Meets Expectations
21.28 (7.60%) - 24.92 (8.90%)
A theoretical concept/framework is somewhat identified and
analyzed for appropriateness.
If the article lacks a concept/framework, a potential
concept/framework is suggested, but it is somewhat
inappropriate.
Below Expectations
16.8 (6.00%) - 21 (7.50%)
A theoretical concept/framework is somewhat identified and
analyzed for appropriateness.
If the article lacks a concept/framework, a potential
concept/framework is suggested, is not identified or is gross ly
inappropriate.
85. Does Not Meet Expectations
0 (0.00%) - 16.52 (5.90%)
A theoretical concept/framework is misidentified or not
analyzed for appropriateness.
Feedback:
Variables, Hypotheses, Questions, and Assumptions--
Levels of Achievement:
Meets or Exceeds Expectations
12.6 (4.50%) - 14 (5.00%)
IV and DV are identified and defined. Discussion on
measurability is included. Research question and hypothesis are
identified.
86. Mostly Meets Expectations
10.64 (3.80%) - 12.46 (4.45%)
IV and DV are somewhat identified and or partially defined.
Discussion on measurability is somewhat included. Research
question and hypothesis are partially identified.
Below Expectations
8.4 (3.00%) - 10.5 (3.75%)
IV and DV identification and definition are absent or severely
lacking. Discussion on measurability is absent or inaccurate.
Research question and hypothesis are not identified or grossly
misidentified.
Does Not Meet Expectations
0 (0.00%) - 8.26 (2.95%)
IV and DV identification and definition are absent. Discussion
on measurability is absent. Research question and hypothesis
are not identified.
87. Feedback:
Methodology--
Levels of Achievement:
Meets or Exceeds Expectations
50.4 (18.00%) - 56 (20.00%)
Type of design, sample size, study population, sampling
method, and type of reasoning are properly identified.
Reliability and validity of measurement tools, ethical
considerations, and probability vs. non-probability sampling are
discussed.
Mostly Meets Expectations
42.56 (15.20%) - 49.84 (17.80%)
88. Type of design, sample size, study population, sampling
method, and type of reasoning are somewhat identified.
Reliability and validity of measurement tools, ethical
considerations, and probability vs. non-probability sampling are
discussed, but some information is inaccurate.
Below Expectations
33.6 (12.00%) - 42 (15.00%)
Type of design, sample size, study population, sampling
method, and type of reasoning are absent or misidentified.
Reliability and validity of measurement tools, ethical
considerations, and probability vs. non-probability sampling are
either absent or grossly inaccurate.
Does Not Meet Expectations
0 (0.00%) - 33.04 (11.80%)
Type of design, sample size, study population, sampling
method, and type of reasoning are absent. Reliability and
validity of measurement tools, ethical considerations, and
probability vs. non-probability sampling are absent.
89. Feedback:
Data Analysis--
Levels of Achievement:
Meets or Exceeds Expectations
37.8 (13.50%) - 42 (15.00%)
Data analysis tool is identified. An explanation on how the
results are presented in the study is included and accurate. At
least one finding is appropriately identified.
Mostly Meets Expectations
31.92 (11.40%) - 37.38 (13.35%)
Data analysis tool is somewhat identified. An incomplete
explanation on how the results are presented in the study is
90. included. At least one finding is identified.
Below Expectations
25.2 (9.00%) - 31.5 (11.25%)
Data analysis tool is absent or misidentified. An explanation on
how the results are presented in the study is absent or grossly
unclear. Findings are not included or are grossly inaccurate.
Does Not Meet Expectations
0 (0.00%) - 24.78 (8.85%)
Data analysis tool is absent. An explanation on how the results
are presented in the study is absent. Findings are not included.
Feedback:
91. Summary, Conclusions, Implications, and Recommendations--
Levels of Achievement:
Meets or Exceeds Expectations
50.4 (18.00%) - 56 (20.00%)
Strengths and limitations of the study are identified. A
discussion on whether or not the study can be generalized is
included. An evaluation of the findings, conclusions, and
significance to nursing is included and appropriate.
Mostly Meets Expectations
42.56 (15.20%) - 49.84 (17.80%)
Strengths and limitations of the study are somewhat identified.
A discussion on whether or not the study can be generalized is
included but may not be fully developed. An evaluation of the
findings, conclusions, and significance to nursing may not be
fully developed.
Below Expectations
33.6 (12.00%) - 42 (15.00%)
92. Strengths and limitations of study are absent or lacking. A
discussion on whether or not the study can be generalized is
absent or lacking. An evaluation of the findings, conclusions,
and significance to nursing is absent or inappropriate.
Does Not Meet Expectations
0 (0.00%) - 33.04 (11.80%)
Strengths and limitations of study are absent. A discussion on
whether or not the study can be generalized is absent. An
evaluation of the findings, conclusions, and significance to
nursing is absent.
Feedback:
Mechanics and APA Format--
93. Levels of Achievement:
Meets or Exceeds Expectations
12.6 (4.50%) - 14 (5.00%)
Written in a clear, concise, formal, and organized manner.
Responses are mostly error free. Information from sources is
appropriately paraphrased and accurately cited.
Mostly Meets Expectations
10.64 (3.80%) - 12.46 (4.45%)
Writing is generally clear and organized but is not concise or
formal in language. Multiple errors exist in spelling and
grammar with minor interference with readability or
comprehension. Most information from sources is correctly
paraphrased and cited.
Below Expectations
8.4 (3.00%) - 10.5 (3.75%)
Writing is generally unclear and unorganized. Some errors in
spelling and grammar detract from readability and
94. comprehension. Sources are missing or improperly cited.
Does Not Meet Expectations
0 (0.00%) - 8.26 (2.95%)
Writing is unclear and unorganized. Errors in spelling and
grammar detract from readability and comprehension. Sources
are missing.
Feedback:
95. Name:NURS350-Research Critique
Description:This rubric is used to evaluate the Research
Critique Assignment in NURS350.
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