Edit Chapter 1 and 2 dissertation

FinancialLiteracy in School:

A Descript

iv

e Correlation Study of the Absence of Financial Literacy Taught in Schools Comment by Patricia Akojie: Keep working on this title. Looks like you have already concluded that there is an “absence” of financial literacy in schools. Comment by Jennifer Vitale: Comment by Jennifer Vitale: Comment by Patricia Akojie: What level? Middle, high, elementary??

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Historical Content x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 or
Pilot 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 key words, 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 key words, for figure titles.]

UNIVERSITY OF PHOENIX

January 2010

iv

Introduction Comment by Patricia Akojie: Use template formatting style.

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 could make sound financial decisions to avoid common financial inaccuracies. As Amagir et al. (2018) discovered in their systematic literature 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 education gaps that exist in schools, the repercussions of these gaps, and possible remedies. This article provides concise and detailed information on research that focuses on the gap between financial education and its incorporation into schools. Comment by Patricia Akojie: Please note that they did not do an original research. Comment by Patricia Akojie: You may want to delete this statement. If the Amagir et al (2018) already found a gap, not sure the purpose of your own study. Or clarify what you mean here.

As a result of their efforts, both informed young people and the global society gain from financial literacy instruction and adoption. According to Amagir et al. (2018), financial education is characterized as the capacity to make appropriate financial judgments in the face of adversity. Teaching children about financial education tools may assist them in developing more skills and judgment while dealing with money in school. A bright future is established when youngsters are educated about personal money and financial literacy (Amagir et al., 2018). With a financial education in place, the first thing students shall do before gambling with their money is to recall the essential concepts of financial management they will have learned from school. The main ticket towards living a debt-free life is being knowledgeable about financial management, which can only be achieved through lessons taught in classes. Youths have always manifested confidence in the way they use money, and in fact, most of them believe they are knowledgeable concerning the use of money. However, in real life, the youth struggle with planning their finances, which predisposes them to a life full of debts while they are still young (Amagir et al., 2018). This excessive confidence and state of awareness held by individuals are barriers that need to be cleared out through financial education. Comment by Patricia Akojie: Whose efforts?
Every sentence up to this point has issue in this section. I have to stop reviewing this section.

There are different programs that a typical school should implement to help train and educate students on matters related to finance. However, most schools focus on programs that emphasize practical didactics and theory-based (Blue & Grootenboer, 2019). Most of these didactics are based on benefit plans, which do not fully cover the main concepts of financial literacy. The school’s students and members (principals, administrators, teachers, housekeepers, secretaries, police officers, guidance counselors, cafeteria workers) hold some level of misconception about financial literacy.

Background of the Problem

Large numbers of children and teenagers have ongoing money management challenges as a result of a lack of financial knowledge and comprehension. Therefore, individuals establish awful money habits and become unable to efficiently manage their funds in the future. When it comes to young people, inadequate budgets are usually often the result of bad financial habits, which are driven by a lack of financial literacy. According to Amagir et al., it is projected that 20 percent of high school seniors who participate in savings programs or open savings accounts will graduate with financial discipline and literacy skills (2018). Their concern is that as their children get older, they will be unable to comprehend the fundamentals of saving, spending, and earning money, as well as the fundamentals of checking and balancing their checkbooks and bank accounts (Faulkner, 2017). Education in financial literacy is becoming more important for children as they learn to be self-sufficient, take responsibility, be independent, and be accountable for their actions. Students who have received financial education have a basic awareness of the financial markets, investment opportunities, and financial planning after completing the program. Student debt, which is becoming a more serious issue for young people as the years pass, will be avoided as a result of this. Financial management methods are clearly identifiable, especially when dealing with specialists who are well-informed and well-prepared, while some financial management strategies are more difficult to detect. Because they will anticipate dangers and argue-justify issues relevant to their academic endeavors, financially savvy students are more likely to engage in a dispute with educated and informed persons (Amagir et al., 2018). Since individual financial well-being has a huge impact on the economy, it is more vital than ever to polarize financial knowledge inside educational institutions. Comment by Patricia Akojie: Need literature to support this assertion.
Comment by Patricia Akojie: Use another word. Comment by Patricia Akojie: Need literature to support this assertion.
Comment by Patricia Akojie: What? Comment by Patricia Akojie: Does not sound like a complete sentence. Comment by Patricia Akojie: Who? Comment by Patricia Akojie: Who?
In this section, almost every sentence up to this point has issue or need clarity. I have to stop reviewing this section.

The research demonstrates that an alarmingly significant proportion of individuals are prone to spiraling debt and financial traps. This fact is because the existing educational system devotes little to no time studying such concepts (Aboagye & Jung, 2018). This idea is because a sizable proportion of teens and adolescents cannot make appropriate financial judgments. This fact is because educational institutions have a learning gap. Due to their incapacity to grasp how certain financially complex situations work, people make judgments that unintentionally jeopardize their financial prospects (Aboagye & Jung, 2018).

It is necessary to comprehend the burden that it alleviates and how it helps to the growth of a nation or family To implement financial education successfully,. Due to the fact that prudent financial management results in increased benefits for a family and the avoidance of debt and associated instruments (Aboagye & Jung, 2018). This might be seen as an investment in human capital, with the objective of ensuring that the necessary choices are made to ensure that financial commitments are properly understood. As the modern world has become increasingly difficult in terms of how it conducts business and enterprise, it is critical to have a basic grasp of financial education (Aboagye & Jung, 2018).

One of the most critical components of education is the policies that school boards enact, as well as the availability of education to all children. This is because while deciding whether to include financial literacy teaching in school curricula, one of the factors to examine is the long-term benefit that such education will give (Faulkner, 2017). The lack of this education has resulted in a lack of awareness about the extent to which financial choices should be considered while planning for the future, as well as the long-term ramifications of such choices. Understanding our own knowledge and behavior is one of the most fundamental ways in which we can predict which actions to avoid and which to engage in in order to make acceptable judgements (Aboagye & Jung, 2018). To gain such benefits, it is critical to acquire the necessary information and to take focused action.

Positive attitudes and self-confidence are also useful when confronted with financial troubles. This is because they play a critical role in ensuring that decisions are made in a rational manner and are not based on inaccurate or misleading information. Obviously, this can only be accomplished via vigilance and ensuring that decisions made reflect both short- and long-term advantages (Faulkner, 2017). As a consequence, present and future financial choices made with financial education in mind may contribute to a decrease in the number of financial errors made throughout maturity and adolescence, which would benefit everyone.

Problem Statement

According to the thesis statement, the topic of the research paper is the issue of financial illiteracy among young people. The research paper will be written in the third person. Compared to past generations, a greater proportion of teens and young people now lack the financial discipline that should have been taught in financial education courses in the first place. Financial education for teens and young people, according to Amager et al. (2020), is notably inadequate in the United States. It is necessary to build financial literacy programs in schools because children and teenagers who do not have financial literacy do not have economic wealth, and the country as a whole does not profit from their lack of understanding (Lusardi, 2019). Because the vast majority of young people do not appreciate the need of financial education, schools should take further steps to guarantee that students have access to critical financial education programs. Comment by Patricia Akojie: What is this? Need clarity Comment by Patricia Akojie: ?? Comment by Patricia Akojie: Need literature to support this assertion.
Comment by Patricia Akojie: This author is missing from reference list. Comment by Patricia Akojie: Do you have proof for that?

Purpose of the Study

The purpose of this study is to use a mixed-methods approach of data gathering to finish research on the subject of financial literacy among adolescents and teenagers. The examination will take place inside a school system in Palm Beach County, Florida. The objectives of the study are: Comment by Patricia Akojie: The purpose is not clear.

1. To identify the gaps in the financial literacy education in the schools within Palm Beach County, Florida. Comment by Patricia Akojie: Needs to be statements without numbering.

2. To determine the long-term consequences of insufficient financial education for youths and teens within Palm Beach County, Florida

Population and Sample

Data acquired from interviews will be utilized in writing a thesis for the study subject. Principals from 20 schools around the district will be interviewed, while only ten of the curriculum developers across Florida will be interviewed. According to Amagir et al. (2018), the school district of Palm Beach County, Florida, has about 180 schools, and a principal leads each school, so that means only 11.1% of the principals will be involved. A random sampling method will select the twenty principals from among the district’s schools. Furthermore, the curriculum developers who will participate in the research will be randomly selected from a pool of candidates. Comment by Patricia Akojie: Redundant. Comment by Patricia Akojie: Which district? Comment by Patricia Akojie: Are you doing the exact same study as these authors? You have overused their information. Comment by Patricia Akojie: What does that mean? What is the difference between previous sentence and this?

Start by discussing the population size.

Then discuss the sampling method

Then finally discuss the sample size.

Need clarity and rearranging of information.

Significance of the Study

The study on financial literacy is very important to individuals, the state, and the U.S. national government. The economy of the U.S. depends much on proper financial planning. Suppose the youth are equipped with the relevant knowledge about managing funds. In that case, it is a plus for the economy of the United States and Florida because proper financial education leads to informed financial planning, which prompts economic development (Amagir et al., 2018). The study of financial literacy gaps in schools will also assist policymakers in curriculum development in planning to introduce comprehensive financial literacy programs in these institutions of higher learning (Bakar and Bakar, 2020). The financial education programs are intended to benefit teens and young adults by providing them with extensive knowledge about money management, which will enable them to become financially responsible citizens and parents (Amagir et al., 2018). Comment by Patricia Akojie: What does this mean? Comment by Patricia Akojie: What case? Comment by Patricia Akojie: This is overuse of these authors. Use more than 17 times without counting when they were referred by pronouns. You cannot overuse the information from an author without their permission whether you cite them or not. Comment by Patricia Akojie: Which are you studying? Financial Literacy or Financial literacy gaps? Be consistent throughout the paper.
If gap, how did you come to the “gap” conclusion. Need to talk about that in the background of the study. What is the benchmark to establish “gap”? Comment by Patricia Akojie: Another use of this authors. Use variety of sources.

To pave the way for future research in financial literacy, a financial illiteracy study is being conducted. Students understand the fundamentals of financial markets, investment options, and financial budgeting when financial literacy is taught to them. Consequently, students will avoid being burdened by debt, which is becoming an increasingly common occurrence among young adults. It is not difficult to recognize certain financial management tactics, particularly when engaging with experts who are well-informed and well-prepared. Consequently, students who have financial literacy will engage in debates with well-educated and informed persons since they will anticipate dangers and argue-justify issues relevant to their studies (Amagir et al., 2018). Because the financial well-being of people has an impact on the economy, there is a greater need to polarize financial literacy inside educational institutions. Comment by Patricia Akojie: Meaning what? Comment by Patricia Akojie: What does that mean in the context of your study?

Nature of the Study

To collect, compare, and analyze the various types of information gathered via interviews, the qualitative research approach will be employed (Hennink et al., 2020). Because information will be gathered via interviews and observations, the qualitative technique is the most suited. The information will be investigated using a narrative data analysis design, which will be implemented (Hennink et al., 2020). As stated by the researchers, the narratives will comprise an examination of the words or experiences shared during the interviews in order to identify any gaps in financial education within the Palm Beach County School System in the state of Florida. Comment by Patricia Akojie: Quantitative study also compares and analyzes.
There was somewhere where you said you will be using mixed study. Are you still doing that? Comment by Patricia Akojie: So, is interview and observation the most suitable? If so, why?

A big benefit of using qualitative research to assess financial literacy in education is the ability to produce the volume of material necessary to answer the study questions on the topic of financial literacy (Hennink et al., 2020). For the second time, using qualitative data will prove that the knowledge offered is exclusive to the qualitative sector of financial education. Finally, since qualitative research is a subjective sort of investigation, it will provide a solution to the issue of why financial illiteracy is so prevalent among adolescents and teenagers in the United States (Hennink et al., 2020). Comment by Patricia Akojie: Quantitative study can also do this. Comment by Patricia Akojie: 2nd time? Which is the first time? Comment by Patricia Akojie: That does not sound logical.
In this section, almost every sentence up to this point has issue or need clarity. I have to stop reviewing this section.

It answers the study’s questions on financial literacy by using a qualitative research approach. Due to the fact that qualitative technique will give background and an overview of financial literacy in schools, it is the most appropriate methodology to utilize for this research project. The design will be influenced by the findings of ethnographic research. This is due to the fact that it enables for the gathering of first-hand knowledge. Direct observation and questionnaire interviews will be utilized to gather information for this project (Jamshed, 2014). The participants will respond to interview questions on the level of financial literacy in their schools, as well as the consequences, in their opinion, of a lack of financial awareness on the part of the participants.

In order to address concerns concerning financial literacy, qualitative research methods should be used since they will provide in-depth insights into financial literacy and its effects on teens and young adults. Aside from that, since information will be gathered via interviews and direct observations, the qualitative research approach will be more cost effective. It is difficult to overcome the issue of bias in data analysis, even if the grounded technique will be utilized to do so. This is the most significant disadvantage. Consequently, owing to prejudice, the results and conclusions on financial literacy in schools and how it impacts kids and teens may not be true in their conclusions.

Research Questions

There are three research questions.

1. What are financial illiteracy gaps found in financial education among Palm Beach County, Florida? Comment by Patricia Akojie: Do you have a way of determining what will be termed a gap and what is not? Do you have an ideal to compare with? If so, then it is more of an evaluation of a curriculum. Or, rephrase this sentence.

2. What are the evident effects of financial illiteracy on the youth and teens within the state? Comment by Patricia Akojie: What does that mean?

3. What actions should address the financial illiteracy disparities in financial education seen in Florida and nationwide schools? Comment by Patricia Akojie: Needs clarity.

Theoretical Framework

According to Champlain (2019), University of California, Berkeley students are still battling to pay off enormous sums of student debt. The great majority of individuals live paycheck to paycheck, which implies that most people are financially illiterate in some form. In today’s environment, business owners are particularly disappointed with the lack of preparation and financial awareness of fresh graduates and potential recruits. For most kids, financial literacy is simply another subject in their class. Champlain (2019) confirms that students are preparing to pass the exam only to live over their monthly pay, are unable to purchase a house, are unable to enroll in a monthly insurance plan, and are unable to even prepare for retirement as a consequence of the lump sum debt (Champlain, 2019). 44 percent of Americans are predicted to be unable to afford a $400 emergency bill without acquiring debt. Sixty-six percent of Americans have less than $10,000 saved for retirement (Axelrod et al., 2018). Some of these abilities should be taught to children by their parents; unfortunately, many parents are saddled with significant debt. Comment by Patricia Akojie: Where is the logic? That people live paycheck to paycheck does not necessarily mean they are financially illiterate. Be careful of making unfounded assertions.
Also, there is no logic from pervious sentence to this. Comment by Patricia Akojie: Need literature to support this assertion.
Comment by Patricia Akojie: What does this mean? Comment by Patricia Akojie: It sounds like you are writing from author to author instead of from one idea to another. Comment by Patricia Akojie: Need source of this statistics.

In this section, almost every sentence up to this point has issue or need clarity. I have to stop reviewing this section.

Financial illiteracy is anticipated to become the norm for a big part of the population if youngsters are not taught financial skills at home. Several scholars, notably Axelrod et al. (2018), argue that schools should simply supplement what parents teach their children. According to a financial literacy assessment, 27 states earned a “C” or below on the scale. Although most schools are mandated to teach mathematics, they are not compelled to teach children finance-related content such as the idea of compound interest or how to prepare a tax return (Champlain, 2019). Teaching personal finance in a condensed style and expecting major outcomes is doable and successful, in addition to being a duty of educational institutions. Students who are learning to save their pocket money should behave in a manner that helps them put what they have learned in school into practice. This is owing to its huge influence on developing financial literacy in schools (Kirkham, 2016).

Definition of Terms

According to Lusardi (2019), college students are those who are presently enrolled in a postsecondary educational institution of higher learning. They are mostly interested in academic programs. They will face several financial constraints throughout their stay in the field while studying. Due to financial constraints, college students are more prone to experience depression and stress than the general population.

Financial literacy is the capacity to grasp and effectively use several financial competencies, such as personal financial management, budgeting, and investing. A solid financial foundation is the cornerstone of every financial relationship, and it is a constant learning adventure (Lusardi, 2019). Comment by Patricia Akojie: This definition still need clarity. Is Lusardi the source of this statement also?

Kirkham (2016) defines discipline as “a way of behavior that demonstrates a desire to follow the rules or accept orders.” While most people link discipline with social habits, according to some sources, it may also pertain to how you manage your money. Financial discipline is the ability to regulate your spending and saving following the financial objectives you’ve set for yourself in financial management. It is decided by your ability to stay on track with your spending and saving. – Comment by Patricia Akojie: Start the paragraph with the term you are defining instead of the author. Comment by Patricia Akojie: Your definition should be short and clear.

According to Lusardi (2019), Curriculum developers are elementary, middle, and high school instructors who construct instructional ways to help pupils improve their learning ability. They are in charge of devising instructional strategies for pupils in grades K-

12

. These instructional coordinators create school program guidelines to ensure that schools are aware of the norms and rules that they are obligated to follow. Educators may also advise teachers on enhancing their classroom management skills, assisting teachers in developing classroom teaching materials, and checking class texts to ensure that the content fits academic requirements. Comment by Patricia Akojie: Start with the term you are defining. I will have to stop reviewing this section here.

According to Kirkham (2016), financial budgeting is the process of calculating how much money you will make over a certain period and planning how much you will spend, save, and borrow during that time: If you want to pay off your mortgage sooner rather than later, financial planning is essential.

This section should be titled: Assumptions, Limitations, and Delimitations before you start with the various subheadings.

Assumptions

The idea that financial information is excessive for people with low levels of financial literacy is based on the premise that less well-informed people face greater footraces when it comes to information collection and distribution and, as a result, save more money on data and search costs when they turn to an advisor. The belief is founded on a misunderstanding of adult education, psychology, and behavior change research, as well as the socio-cultural factors that lead learners to struggle (Lusardi, 2019). Comment by Patricia Akojie: So, what is your point here? Comment by Patricia Akojie: Not sure how this is an assumption.

Another assumption seems to be that someone suffering from financial troubles must lack financial ability; otherwise, the issues would not have happened. The solution is to educate people about individual responsibility for successes and failings, which is an important component of American philosophical philosophy and practice. Another theory is that education in financial subjects will boost people’s literacies and, consequently, their financial well-being as a result of this permit. As a consequence of this assumption, non-fiction is omitted from the adult education mindset and behavior variance study (Lusardi, 2019). Comment by Patricia Akojie: Not sure why this is an assumption that is relevant to the problem statement. Comment by Patricia Akojie: So, what is your point regarding your problem statement and assumption of study?
In this section, almost every sentence up to this point has issue or need clarity. I have to stop reviewing this section.

Limitations

Establishing the dialogue on the premise that an enquiring approach to discovering gaps in the education system is influenced by what is discovered and what is not discovered is a realistic assumption. Before the examination starts, it highlights the research’s limits by concentrating on teaching rather than the reasons that create such changes in educational systems. Several ways may be used to ensure an accurate understanding of the subject. The first step is to recognize that the ultimate authority for these gaps lies with the system to establish a clear separation between the education system and the policies.

This study uses qualitative research approaches to identify present gaps in financial education, which entails gathering first-hand information rather than depending only on existing literature. Because there are only a limited number of interviews that may be adequately inferred and assessed in terms of financial literacy understanding, the number of interviews accessible is limited. As a consequence of the need to develop narratives from a set number of interviews to gather information on the gaps, there will be a skewed point of view (Skagerlund et al., 2018). Consequently, the information will be confined to this specific group of persons who do not fulfill any established requirements or have experience in a weak financial education system.

Furthermore, the limited scope of the theoretical framework to focus on college students as a genuine aspect of lack of financial education limits the extent to which there is a gap. This is because students are provided with academic opportunities, which they end up repaying when they are employed (Skagerlund et al., 2018). The huge number of default and struggling payments is due to the increasing unemployment rate and, therefore, a lack of means to ensure the utilization of such education (Aboagye & Jung, 2018). It biases the study to show only the failing students who did not have any education in addition to those who may have had opportunities to learn and benefit from extra-curricular financial education programs.

Delimitations

The purpose of research restrictions is to clearly define where the scope of a study ends in terms of financial education and the gap in Florida schools. The study’s limitations will include measuring the Degree of trust in information and if it can be effectively used to create strong financial literacy for young learners. There is virtually little academic material relating to financial thinking and dialogue accessible to pupils.

To investigate financial literacy in education, qualitative research is being employed since it can provide adequate information to answer the financial literacy study questions. The use of qualitative data will make it simpler to ensure that the information provided is relevant to education (Aboagye & Jung, 2018). The limitations of this study are that it only allows for the assessment of various educational materials and does not consider the rules in place to ensure that the standards and content taught in schools are up to grade.

Summary Comment by Patricia Akojie: This will change when you revise this chapter.

Currently, only a few schools include financial literacy materials as part of their curriculum. This may be due to the way policy is formed and implemented in universality and harmonization in learning. The research will also look at whether or not there is trustworthy and genuine information on financial literacy in schools and whether or not enough procedures have been put in place to promote it. The qualitative research technique was used in this study, and a narrative approach was used to appropriately derive the results of the investigation, which was successful.

The research is particularly interested in finding out what options are available to guarantee that the financial education gap in Florida schools is closed. Furthermore, it is intended to identify the consequences of a lack of financial literacy among youngsters in Florida’s educational institutions. After identifying the financial gaps in financial literacy education in Palm Beach County, which was previously determined. With clearly obvious discrepancies in educational attainment in the schools, academic policies must be put in place to guarantee that adequate education is provided throughout the county’s educational institutions.

Literature Review Comment by Patricia Akojie: This should start on a new page.
Work on level of headings – Template error.

The bulk of financial choices made by graduates may be attributed to a lack of financial literacy. This includes comparing the typical adult’s ability to cover financial crises. Theoretically, this debate aims to assess the level of financial literacy among youngsters and the Degree to which it is taught in schools. Various scholars have said that lack of financial knowledge leads to young people making unwise judgments. Amagir et al. (2018) evaluate the school curriculum’s financial literacy for adolescents and children. They emphasized the disparity in financial education and how inadequate financial literacy is taught to youngsters (Amagir et al., 2018).

Financial education may be introduced in schools in numerous ways. First, ensuring that the educational system adequately explains how financial choices and information are made. Authors have suggested numerous approaches to introduce education into the curriculum appropriately. One of the most prevalent methods is to ensure pupils have such chances (Amagir et al., 2018). This helps youngsters establish and grasp the basic building blocks of financial education. After confirming the presence of a basic curriculum element, the education system’s effectiveness is assessed. Educating children and adolescents about money has enhanced their financial attitudes and knowledge. They do so because they create and shape perceptions of money and its use in the contemporary world (Amagir et al., 2018). Comment by Patricia Akojie:

You cannot overuse the information from an author without their permission when you cite them or not.

Using one author does not provide a solid foundation nor varying perspectives. 

According to Hastings et al. (2013), low financial education is linked to unfavorable credit financial behaviors. High debts, foreclosures, and unpleasant mortgage options are examples. This trend has been proven to affect adults and even youngsters and adolescents who lack financial knowledge. Several experts have stated that an increasing percentage of families are in danger of debt owing to bad financial decisions (Aboagye & Jung, 2018).

You cannot overuse the information from an author without their permission when you cite them or not.

Titles Search and Documentation

Research techniques are an important approach for gathering and debating information to make an educated choice. This is because the information being gathered may include a variety of settings and scenarios that need different types of analysis and judgments (Aboagye & Jung, 2018). In research, three basic approaches are used: the qualitative research technique, the quantitative research technique, and the combined method. All of these kinds of research have applications and are used in many sorts of research, and the emphasis of this discussion will be on the examination of the various types of research techniques. We may get a new perspective on the data and present diverse insights via analysis (Hennick et al., 2020). Comment by Patricia Akojie: This is not the kind of information for title searches section. Find doctoral dissertations and read examples of this section.

Qualitative Analysis Comment by Patricia Akojie: Not sure what this subtitle is doing under title searches.

Data segmentation is common in data analysis. Without the breakdown, the data would be misinterpreted and misunderstood (Hennick et al., 2020). Understanding data segmentation is becoming more important. We need to know when. This method is popular since it does not need a lot of data collecting. They are category, relationship, and description (Hennick et al., 2020). The qualitative analysis starts with data description and comprehension. The goals and procedure define a separate argument and school of thought. This is how most researchers acquire data. There are many techniques to check the analysis. Information categorization and links are crucial. Collected and sorted material must be correctly presented. The study in issue is socially relevant. It should include key findings from the study. It should be clear what the issue is (Hennick et al., 2020). That is, the data should be described and classified logically. Comment by Patricia Akojie: You are writing from author to author, instead of from idea to idea. Using one author does not provide a solid foundation nor varying perspectives. 

Quantitative Analysis

Most of the time, this study analysis is done to disseminate and discuss information. This style of study analysis frequently leads to a good debate. Data processing frequently requires mathematical and statistical accuracy (Hennick et al., 2020). The quantity of data and information necessary to establish a clear relationship is enormous. This method of analysis assumes that the data is quantitative. Consequently, facts from this form of study analysis frequently suggest how to approach the issue of discussion (Hennick et al., 2020).

This approach offers two key advantages. One benefit is that it increases the study sample size. The data capture a clearer and more educated argument or research response. This sort of study also addresses objectivity and information accuracy. As a result, it is a more attractive study approach. In terms of community or social research, a plethora of data on numerous areas of society is crucial. In this way, the study may fully understand the topic and guarantee that findings are precise and clear (Hennick et al., 2020). Comment by Patricia Akojie: You are writing from author to author, instead of from idea to idea. Using one author does not provide a solid foundation nor varying perspectives. 

Mixed Methods Comment by Patricia Akojie: Does not belong here.

These procedures include the employment of several sorts of study analysis to obtain conclusive facts. In simple words, it often involves using both qualitative and quantitative kind of research approaches to produce a clear result on the topic. This normally operates through the exploitation of research resources and methodologies into regions where both types of research analysis give a strong fit (Jamshed, 2014). This implies that each study method gives its own set of benefits and guarantees that they function in unison. It also entails collecting both open and closed-ended data that are generally in response to the study topic. The compelling and demanding technique of ensuring the qualitative methodologies are appropriately applied (Jamshed, 2014).

There are numerous mixed-method studies, which indicates it is not a question of simply combining the two concepts. This technique has the advantage of recognizing discrepancies between quantitative data and qualitative findings. Such a manner enables the right harmonization of various features making it simpler to determine a subject of conversation. It is also based on the experiences and conclusions of the directly questioned participants, making the data a proper representation of the study issue (Jamshed, 2014). Comment by Patricia Akojie: You are writing from author to author, instead of from idea to idea. Using one author does not provide a solid foundation nor varying perspectives. 

Historical Content

The research established the significance of financial literacy and the lessons from history that ought to be learned about its importance. Illiteracy of such kind has been considered an endemic issue, especially since most of the world’s young population is struggling to find financial independence in their capacity (Lusardi et al., 2015). In 2015, a research study was able to pinpoint that the majority of the country’s youth and adolescents are responsible for the loss of over $91 billion due to their lack of understanding of the financial system. Lack of understanding of the financial system is considered one of the most forthcoming challenges of the modern age. Failure to understand its importance usually leads to an array of consequences. Some of them include high-level spending on poor credit management of funds, among other reasons that have been credited as some of the forefront decisions made in light of lack of such education (Jamshed, 2014).

This only means a high number of seniors are graduating with little to no information regarding the aspects of financial literacy. This is because of the limited information regarding financial literacy in their academic curriculum, leading to little preparation (Jamshed, 2014). If the curriculum were in place, then there wouldn’t be an increased number of learners with no concept of financial literacy, which would lead to more successful students and young adults. Such education allows them to understand how to budget their finances properly, make proper investment choices, and even understand financial markets (Lusardi et al., 2015). This allows them to understand finance and manipulate them to ensure their way out of debt. It also increases their horizons to understand decisions, patterns, and techniques implemented in the markets and how they can be beneficial to the student.

There has been a record of many students in Florida who do not have any financial literacy classes. This is because of the number of educational materials available at their disposal during their studies (Lusardi et al., 2015). As a result, many students tend to finish school with little knowledge about how financial circumstances operate and work in life. The number of students in the state that are missing out on crucial financial lessons has increased significantly. From the complex way life requires various financial skills to survive, the lack of this knowledge spells doom for students from the county. When considering the current patterns of decisions, we tend to find out that there was a gap in education material in the country concerning financial education.

Naturally, the beginning point of the discussion would be to establish the importance of having such literacy courses taught in schools. Various studies have been known to indicate the difference between counties that offer this form of education and those that do not. The difference was perceivable in the credit scores where the number of students who performed well in terms of financial decisions as those who received some education in some form or the other. The impact and benefit are largely felt from homes that parents did not have the opportunity to learn and understand the inner working of financial education and its importance on life.

While considering this importance, it is crucial to note that there is the chance of parents being against such initiatives and was seen as a way of weakening the credibility of scholarships ad the provision of student loans. While this might benefit the student’s education, it only assists them further to be able to determine which options they have and which opportunities are at their disposal (Jamshed, 2014). The major downside would be the disadvantage it brought about to the county as there would be little funding channeled towards the support of college education. Comment by Patricia Akojie: You are writing from author to author, instead of from idea to idea. Using one author does not provide a solid foundation nor varying perspectives. 

I have to stop reviewing this section.

I tend to argue that this fear is based on the unforeseen benefits of financial education. A reduction in student loans would mean increased success in seeking and determining education. This benefits the young learners and adolescents even more, to make correct decisions for their credit score. On top of that, having increased financial education would mean the capability to understand and benefit from various scholarships in college without the burden of getting into debt (Kirkham, 2016).

While this might be the case, it was also crucial to establish boundaries in terms of learning and ensure that only those interested in the initiatives would be allowed to participate in the learning programs that further their financial literacy. This aspect of inclusion would mean that there is the benefit of choice, and those who feel not interested in such education material can opt out. In this circumstance, it is crucial to understand the difference in perspective and how financial education can be undertaken. This case has seen various households not benefit from discussions revolving around financial education.

From a historical perspective, we understand the importance of the literacy classes and why policy indicated and supported the lack of such educational material in schools. The huge number of schools and school districts from the data collection pool indicates an oversight from curriculum developers and instructors over the importance of financial education in schools within the county.

To further determine the country’s economic success, historical data was used to determine the extent to which adults and the financial economy were fairings. This information was generated utilizing data from various income statements from prominent businesses. On top of that, financial records of various governmental bodies and their analysis of cause and effect in terms of economic periods determined the extent of financial preparation (Kirkham, 2016). To this extent, we can credibly deduce that there is a huge impact on adult decisions and their understanding of financial literacy. There have been high numbers of individuals who make their decisions based on the information received and the actions of others.

The majority of the information collected during this data collection period led to the eventual global economic collapse of the financial system. This was due to poor decision-making and knowledge in investing and making sound decisions. The major loss saw the dwindling financial hopes of individuals who had made huge decisions, and those who lived with debt were hit the hardest with a lack of recourse due to their huge debts (Kirkham, 2016). Even when the economy recovers, it only leads to more debts which could only translate to more poor financial decisions

Current Content Comment by Patricia Akojie: Use UOPX headings.

The next question to discuss is whether modernization is development. The period after world war two showed a growing interest in the poor nations of the world among scholars and policymakers in industrialized countries, especially in the United States. The American historian known as Walt W. Rostov inspired theorists of the nineteen fifties and sixties who argued that the process of development could be seen as a series of successive stages of economic growth through which all countries must pass. Comment by Patricia Akojie: So far, what is your point? Please clarify.

The modernization theory is given to this particular school of thinking (Nakano & Muniz, 2018). Our research reveals that modernization theorists argued that a society’s delayed progress was both caused by and reflected in its conventional economic, political, social, and cultural systems rather than its contemporary ones. Endogenous interactions, they said, were the source of the urge for modernization in their society. However, in developing countries, their transformation would come primarily through exogenous stimuli. This means that modernization would occur by the diffusion of capital, institutions, and values from the First World. It was presumed that Westernization, industrialization, and economic growth would generate the preconditions for the evolution of greater social equality and consequently the rise of stable, democratic institutions and a welfare state. Comment by Patricia Akojie: This is not the section for theory.

Throughout this process, the state would serve as the primary agent of the social agent. Modern law was believed to be the “functional prerequisite of an industrial economy.” That is, the law would provide the necessary elements for the functioning of a modern system, including contract and private property rights and universal and uniformly applied rules that allow for predictability and planning. In addition, modern law would be essential to political development as it would help create a pluralist, liberal-democratic state and serve as the primary restraint on arbitrary state action. Comment by Patricia Akojie: What is the source of this quote?

Simply put, as Americans began to question their ideals at home, they also began to question their value as models for other countries. Financial considerations may have also played a role in that government agencies and private foundations began to lose interest in the role of law in the development process, and so academics were deprived of necessary financial support (Nakano & Muniz, 2018). However, the most fundamental reason for the decline of the law and development movement was that it was widely perceived to be a failure. However, according to Trubek and Galanter in “scholars and Self-Estrangement,” the notion that American liberal legalism could be successfully transplanted to liberal developing nations was completely misguided. They argued that the preconditions to the successful implementation of the liberal legal model sharply contrasted with reality in developing nations. Comment by Patricia Akojie: So far, none of these sound like current related literature. Comment by Patricia Akojie: How is this a related content literature. Where is the study that is being discussed?

According to the findings, an alarmingly large number of people are vulnerable to escalating debt and financial traps. This is because the current educational system provides little to no attention to studying such subjects (Aboagye & Jung, 2018). This is because a substantial minority of teenagers and adolescents are incapable of making sound financial decisions. This is due to a learning gap in educational institutions. People make decisions that inadvertently damage their financial prospects due to their inability to comprehend how some financially complicated circumstances function (Aboagye & Jung, 2018). Comment by Patricia Akojie: Findings of which study Comment by Patricia Akojie: Says who? Comment by Patricia Akojie: Which subject?
In this section, I have to stop here, too many unclear sentences. Jennifer, I should not be editing every sentence in your paper. Unclear sentences make it difficult to get to the main idea you are trying to get across. I have to stop reviewing current literature here.

To properly implement financial education, it is vital to understand the stress that it relieves and how it contributes to the progress of a country or family. Because careful financial management leads to improved advantages for a family and the avoidance of debt and related instruments (Aboagye & Jung, 2018), this might be seen as an investment in human capital to make the appropriate decisions to guarantee financial obligations are fully understood. As the contemporary world has become more challenging in how it conducts business and industry, having a fundamental understanding of financial education has become vital (Aboagye & Jung, 2018).

The rules that school boards establish and the availability of education to all students are crucial components of education. One of the elements to consider when considering whether to incorporate financial literacy instruction in the school curriculum is the long-term advantage that such education will provide (Faulkner, 2017). Due to a lack of this knowledge, there is a lack of understanding regarding the Degree to which financial decisions should be considered when preparing for the future and the long-term repercussions of such choices. Understanding our knowledge and conduct is one of the most basic ways to forecast which activities to avoid and which to participate in to make sound decisions (Aboagye & Jung, 2018). It is vital to gather the appropriate knowledge and take focused action to reap such rewards.

When dealing with financial difficulties, positive attitudes and self-confidence are also beneficial. This is due to their crucial function in ensuring that judgments are sensible and not based on faulty or misleading information. This can only be done by attention and ensuring that choices are made with both short- and long-term benefits in mind (Faulkner, 2017). As a result, existing and future financial education-informed initiatives may decrease the number of financial errors made throughout maturity and childhood, which would benefit everyone.

A thorough search of all materials and instructions related to financial literacy in schools was conducted, and the results were examined to determine the extent to which schools intervene and aid their pupils (Faulkner, 2017). Based on the evaluation of articles, papers, texts, and records, it was determined that if a knowledge database exists, it is suitable and suitably accessible for students and guided teaching with an expert (Faulkner, 2017).

Examining financial education budgets suggests that there is a possibility that too little money is spent on financial education (Faulkner, 2017). According to several writers, the absence of financial education in schools is due, among other things, to budget cutbacks and a lack of legislation that encourages greater funds to be allocated to it (Aboagye & Jung, 2018).

Theoretical or Conceptual Framework Literature

A growing number of college students are getting involved in the battle against massive amounts of financial debt. On the other hand, a significant number of people live paycheck to paycheck, indicating that a significant section of the population is financially illiterate and oblivious of the consequences of their financial actions. Entrepreneurs encounter significant obstacles in their businesses due to the disproportional readiness and financial knowledge people have when starting a new job or changing employment (Skagerlund et al., 2018). Students have commonly misinterpreted and undervalued this notion as a critical component of life despite its importance. This incident spurred our conversation about the purpose of this argument and its consequence. A considerable majority of adults, children, and adolescents fall short in financial education, which may be linked to a lack of financial education throughout their educational careers. Comment by Patricia Akojie: Says who? Comment by Patricia Akojie: Says who? Comment by Patricia Akojie: What has this got to do with conceptual framework? Comment by Patricia Akojie: So far not sure how all these are related to conceptual framework of the study? What is your conceptual framework?
In this section, I have to stop here. Jennifer, I should not be editing every sentence in your paper.
How to write a paragraph: A paragraph is a series of sentences that are organized and coherent and are all related to a single topic. A writing document should be organized into meaningful paragraphs. This is because paragraphs show a reader where the subdivisions of a writing document begin and end, and thus help the reader see the organization of the paper and grasp its main points. Each paragraph should have a topic sentence, main idea, and finish with connecting to the reason for the writing. In the last section of a paragraph summarize the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea.

Financial literacy may seem a simple idea to acquire and comprehend in its theoretical form. As seen by many people in debt, this has proved to be drastically different in terms of practical implementation. When it comes to education, the vast majority of teaching is often done to ensure that students complete their courses, get little practical benefit outside of the classroom, and pass their tests. This leaves financial literacy as nothing more than a subject taught to ensure that students meet the certified qualification in instruction in various subjects without regard for how they can be utilized (Draper, 2019). This is discernible in how students can make certain life decisions such as purchasing a home, monthly insurance plans and even saving for their retirement benefits. Such limitations to the understanding and practicality of finance leave an ideological gap that seeks to fulfill academic qualifications and not the understanding of debt and the financial systems.

According to various surveys, rough estimates have been provided about Americans’ quality of living. It has been approximated that roughly almost half the population could not settle emergency fees of $400 or more without accruing debt. Similarly, shocking figures indicate that a large number of working Americans do not have sufficient savings in their retirement accounts due to these huge amounts of debt (Bamforth et al., 2018). This knowledge cannot be accurately passed on to children due to debts that they have accrued, making for a generation of households that accept the norm of financial illiteracy. As the adults barely know any better, their children are more likely to fall into similar patterns that sound dangerous to their futures.

In the end, schools should ensure the proper facilitation of financial skills that have been learned from home. A lack of proper training and education would only lead to a lack of such information benefiting young adults and children (Bamforth et al., 2018). It is the responsibility of schools to ensure their curriculums touch on the importance of financial literacy and ensure that their learners can practically grasp its concepts. Basic concepts are usually taught and demonstrated in mathematics classes but are not given the same financial application in life. This leads to a shallow understanding of the workings of a financial system and not the practical concepts of management of finances. These theories may be understood in theoretical aspects, but circumstances are not usually similarly tailored in real life.

Students and learners alike need to understand the importance of financial education and why it is a personal responsibility and institutional responsibility to ensure its proper understanding. Institutions are usually inclined towards teaching financial literacy from the point of view that is broad and significant and not solely giving focus to short forms and buzz words relating to finance. Children from various households are usually given pocket money from a young age, and it should be their first lesson in money management. This provides an insight into finance and allows the students to understand the concepts and theories from a practical point of view. They should be able to integrate their instruction received from school with real-life occurrences and go a long way to ensure it improves their financial literacy (Kirkham, 2016).

Based on this outlook of financial education, the study established the study’s theoretical framework. It is keen to indicate the rising number of financial issues experienced in households and how the number of adults in debt also keeps rising. This also considers the inflation rates and how they have led to financial difficulties for individuals and families. On top of that, such gaps also lead to students’ development and instruction, who then grow up to become poor financial decision-makers (Kirkham, 2016). As such, the study intends to ensure the count of Florida has adequate financial education systems in place and whether they are sufficient enough to validate the increasing aspect between the youth and the rise in debt.

Methodological Literature

The data for this inquiry was gathered via a census-style sampling approach. The papers were chosen and classified by a panel of three reviewers who worked together. The reviewers for the research are also the authors of the article in question. Several stages in the decision-making process were required to choose and categorize publications based on their empirical and descriptive findings (Bamforth et al., 2018). As a result, the articles were divided into categories depending on their target audience (students vs. adult learners versus females versus men, among others) and their financial behavior (e.g., saving versus spending). Comment by Patricia Akojie: This is the first time you are saying this. In chapter one, you did not talk about “census-style sampling”. Go back to chapter 1 and explain what you mean by “census-style sampling” Comment by Patricia Akojie: What papers? Comment by Patricia Akojie: Not sure I know what you are talking about.
How to write a paragraph: A paragraph is a series of sentences that are organized and coherent and are all related to a single topic. A writing document should be organized into meaningful paragraphs. This is because paragraphs show a reader where the subdivisions of a writing document begin and end, and thus help the reader see the organization of the paper and grasp its main points. Each paragraph should have a topic sentence, main idea, and finish with connecting to the reason for the writing. In the last section of a paragraph summarize the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea.
I have to stop reviewing this section.

To begin, each journal issue was examined by two independent reviewers before a decision was made on which papers would be included in the research. Whenever the decisions could not break a tie of two or more reviewers, the decision of a third reviewer was utilized to break the tie. Only articles published in scientific and peer-reviewed publications specialized in financial management topics were considered for the rating. A fairly equal distribution of the 95 items chosen for evaluation was then made among the three reviewers who were assigned to them. Following that, each reviewer conducted their study on the papers provided to them and prepared a summary abstract for each article they had read. The abstracts served as the foundation for the subsequent categorization step.

Depending on their target audience (students, adult learners, women, and others) and financial behavior, they were grouped into three groups (retirement planning, investment choice decisions, economic well-being, and articles about the financial literacy process and structure). Articles were categorized either descriptively or empirically; however, the categories under each of these viewpoints were not mutually exclusive, and so a single item might be classified in many categories at the time of classification (Bamforth et al., 2018). A consensus-based decision-making technique was chosen for the classification process, which was carried out in the presence of all three reviewers and resulted in the categorization of the documents being reviewed. The debate on the proper classification of each item lasted an average of 10 to 20 minutes per item, depending on the topic.

Research Design Literature

The objectives of this research were to construct and evaluate a high school financial literacy training program and evaluate its effectiveness. To attain this purpose, the researchers used a mixed paradigm approach, which they developed. According to Creswell and Plano-Clark (2006), a mixed approach is one that incorporates both quantitative and qualitative methodologies to get results “a greater understanding of an issue than we would have gotten from any of the other two ways an “integrated approach” “incorporates both quantitative and qualitative methodologies to get a more in-depth understanding of a subject than one methodology alone.” It was determined to conduct a sequential investigation using quantitative and qualitative approaches. Comment by Patricia Akojie: This does not belong here.

The quantitative component of the study made use of experimental methodologies, while the qualitative component made use of a case study methodology to address the concerns that the researchers had found. The quantitative component of the study used an experimental design to determine the connections between variables and determine their causes and effects on one another. It is composed of information that the researcher wants to collect and observe (Okumus, 2017). It was decided that further investigation would be carried out. According to Okumuş (2017), a case study is a research approach that helps the researcher to get a comprehensive understanding of a subject or issue from all perspectives. A case study was employed to conduct the qualitative portion of the research. The measurement tools used in the research were selected by the ethical committee of the affiliated institution. Comment by Patricia Akojie: Information about methods goes under the previous section. Comment by Patricia Akojie: Really??
Interesting. This was not mentioned in chapter 1.
I have to stop reviewing this section.

It was discovered that the survey was performed on tenth-grade high school students who were specifically recruited to participate. The program started in the 10th grade due to the curriculum’s applicability and the number of students who volunteered. There were 42 students included in the quantitative component of this study. To perform the qualitative component of the research, 12 participants from the experimental group were chosen and provided financial literacy education tailored to their individual needs inside the experimental settings.

Conclusions Comment by Patricia Akojie: This will change when you revise this chapter.

There are legitimate reasons for someone to be worried about their financial well-being on a personal, family, and communal level, as well as the financial well-being of the nation as a whole. As a result, as individuals learn more about money in the United States and other parts of the globe, positive things may occur in those countries and around the world. The quantity and relevance of financial education programs have increased dramatically in recent years, but adults who work in the field have a greater grasp of how programs are planned and operate, as well as the mechanisms by which they operate and the next steps to take. Children and adolescents have the right to receive financial education, which should come as no surprise given how self-evident and necessary it is to provide this kind of instruction (Artavanis, et al, 2020).

It cannot be contested does not make it a particularly enticing cause for which to fight. A specific action plan must be developed to include financial education into state standards, train instructors, develop curriculum, investigate behavioral impacts, increase disciplinary competence and involvement, and resolve professional disagreements. Additionally, in addition to providing an in-depth look at current youth financial education, this research serves as a guide for future efforts to teach the school-age population how to make wise financial decisions and stay safe in an intimidatingly complex market, as detailed in the following section.

Chapter Summary Comment by Patricia Akojie: This will change when you revise this chapter.

This data collection period led to the global economic and financial collapse of the banking sector. This was due to bad decisions and a lack of understanding about investing and making educated decisions. Individuals who made major financial decisions saw their financial prospects diminish, and those in debt suffered the most since their debt commitments were huge (Kirkham, 2016). Even if the economy recovers, more debt will result, leading to even poorer financial decisions in the future.

The research found that when people’s circumstances deteriorate, a larger percentage of them fall into debt and financial traps. The contemporary educational system lacks time to explore such concerns in detail (Aboagye & Jung, 2018). This is because many teenagers and young adults cannot make sound financial decisions on their own. It is owing to a lack of educational options. People unwittingly damage their financial prospects due to their inability to comprehend certain financial scenarios (Aboagye & Jung, 2018).

To properly apply financial education, one must understand how it reduces anxiety and contributes to a country’s or family’s prosperity. This might be seen as an investment in human capital to make the appropriate choices and guarantee that all household members fully grasp financial duties. Financial knowledge is critical to succeeding in today’s increasingly competitive business and the industrial world (Aboagye & Jung, 2018).

It was determined how much schools help their pupils’ financial education by searching all school-related financial literacy resources and instructions (Faulkner, 2017). After evaluating articles, papers, texts, and records, it was decided that it should be made public if a knowledge database existed (Faulkner, 2017). According to one analysis, financial education budgets seem to be underfunded (Faulkner, 2017). Experts say the absence of financial education in schools is due to budget cutbacks and a lack of legislation that encourages more financing for this study area (Aboagye & Jung, 2018). Students and learners must understand the value of financial education and why it is a personal and institutional responsibility.

Financial literacy is more likely to be approached holistically by institutions than concentrating on money-related jargon and buzzwords. Distributing pocket money to children from various households should begin early. This helps pupils comprehend money and apply classroom knowledge to real-world circumstances (Kirkham, 2016). They should apply classroom knowledge to real-life circumstances, increasing their financial literacy.

References

Aboagye, J., & Jung, J. Y. (2018). Debt holding, financial behavior, and financial satisfaction. Journal of Financial Counseling and Planning, 29(2), 208-218.

Amagir, A., Groot, W., Maassen van den Brink, H., & Wilschut, A. (2018). A review of financial-literacy education programs for children and adolescents. Citizenship, Social and Economics Education, 17(1), 56-80.

Amagir, A., Groot, W., van den Brink, H. M., & Wilschut, A. (2020). Financial literacy of high school students in the Netherlands: knowledge, attitudes, self-efficacy, and behavior. International Review of Economics Education, 34, 100185.

https://doi.org/10.1016/j.iree.2020.100185

Artavanis, N., & Karra, S. (2020). Financial literacy and student debt. The European Journal of Finance, 26(4-5), 382-401.

Axelrod, S., Lebow, D., & Peneva, E. (2018). Perceptions and Expectations of Inflation by U.S. Households. Finance and Economics Discussion Series, 2018(073).

https://doi.org/10.17016/feds.2018.073

Bamforth, J., Jebarajakirthy, C., & Geursen, G. (2018). Understanding undergraduates’ money management behavior: a study beyond financial literacy. International Journal of Bank Marketing.

Blue, L. E., & Grootenboer, P. (2019). A praxis approach to financial literacy education. Journal of curriculum studies, 51(5), 755-770.

Cieslick, J., & van Stel, A. (2017). Explaining university students’ career path intentions from their current entrepreneurial exposure. Journal of Small Business and Enterprise Development, 24(2), 313-332

Curran, M. A., Parrott, E., Ahn, S. Y., Serido, J., & Shim, S. (2018). Young adults’ life outcomes and well-being: Perceived financial socialization from parents, the romantic partner, and young adults’ own financial behaviors. Journal of Family and Economic Issues, 39(3), 445-456.

Daveramsey.com (2019). Should Financial Literacy Be Taught in More Schools [Blog post]? Retrieved from

https://www.daveramsey.com/blog/should-financial-literacy-be-taught-in-schools

Dewi, V., Febrian, E., Effendi, N., & Anwar, M. (2020). Financial Literacy among the Millennial Generation: Relationships between Knowledge, Skills, Attitude, and Behavior. Australasian Accounting, Business and Finance Journal, 14(4), 24-37.

Draper, S. (2019). Why Financial Literacy in Schools matter today for the workforce of Tomorrow. Retrieved from

https://www.forbes.com/sites/forbescommunicationscouncil/2019/12/16/why-financial-literacy-in-schools-matters-today-for-the-workforce-of-tomorrow/?sh=7765a940110c

Dyer, S.P.; Lambeth, D.T.; Martin, E.P. Effects of multimodal instruction on personal finance skills for high school students. J. Sch. Educ. Technol. 2016, 11, 1–1

Faulkner, A. E. (2017). Financial literacy education in the United States: Exploring popular personal finance literature. Journal of Librarianship and Information Science, 49(3), 287-298.

Federal Reserve Bank of New York. Quarterly Report on Household Debt and Credit; Federal Reserve Bank: New York, NY, USA, 2016; pp. 1–33

Hastings J., Madrian B., & Skimmyhorn W., (2013), Financial Literacy, Financial Education and Economic Outcomes, Annual Review Econom., 5:347-373

Hennink, M. M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. SAGE Publications Ltd.

Herrerias, R. (2020). Financial Inclusion and Household Financial Behavior. Available at SSRN 3717100

Jamshed, S. (2014). Qualitative research method-interviewing and observation. Journal of Basic and Clinical Pharmacy, 5(4), 87.

https://doi.org/10.4103/0976-0105.141942

Kasman, M., Heuberger, B., & Hammond, R. A. (2018). A review of large-scale youth financial literacy education policies and programs. The Brookings Institution.

Khan, S. N. (2014). Qualitative Research Method: Grounded Theory. International Journal of Business and Management, 9(11).

https://doi.org/10.5539/ijbm.v9n11p224

Kirkham E. (2016). 1 in 3 Americans has saved $0 for retirement. Retrieved from

https://money.com/retirement-savings-survey/

Lusardi, A. (2019). Financial literacy and the need for financial education: evidence and implications. Swiss Journal of Economics and Statistics, 155(1). https://doi.org/10.1186/s41937-019-0027-5

Lusardi, A.; Tufano, P. Debt literacy, Financial Experiences, and Osverindebtness. J. Pension Econ. Finance. 2015, 14, 332–368.

Nova. (2018). Financial education stalls, threatening kids’ future economic health. Cnbc.Com.

https://www.cnbc.com/2018/02/08/financial-education-stalls-threatening-kids-future-economic-health.html

Okumuş, G. (2017). A Geographical Information System Based Urban Sustainability Evaluation Model Proposal In Neighbourhood Scale. Journal of Planning.

https://doi.org/10.14744/planlama.2017.62207

Rajh, E., Budak, J., Ateljević, J., Davčev, L., Jovanov, T., & Ognjenović, K. (2016). Entrepreneurial intentions in selected Southeast European countries. EIZ Working Papers, (9), 5-27.

Raut, R. K. (2020). Past behaviour, financial literacy and investment decision-making process of individual investors. International Journal of Emerging Markets.

Skagerlund, K., Lind, T., Strömbäck, C., Tinghög, G., & Västfjäll, D. (2018). Financial literacy and the role of numeracy–How individuals’ attitude and affinity with numbers influence financial literacy. Journal of behavioral and experimental economics, 74, 18-25.

Suparno, S. & Saptono, A. (2018). Entrepreneurship education and its influence on financial literacy and entrepreneurship skills in college. Journal of Entrepreneurship Education, 21(4), 1-11

Tejero, E. L. I. S. A., Pilongo, L., & Pamaran, F. R. A. N. C. I. S. (2019). Financial literacy in relation to financial management. University of Bohol Multidisciplinary Research Journal, 7(1), 138-165.

12

Recommended Changes from Week 6 

1. 1: The opening paragraph still needs work.  See comments on paper. 

2. Chapter 1: Background of the study needs clarity.  See comments on paper. 

3. Chapter 1: The specific problem is still not clear.  

4. Chapter 1: Need a clear purpose statement.  

5. Chapter 1: Continue to work on stronger alignment of the problem statement and purpose statement. 

6. Chapter 1: Significance of study need more information.  

7. Chapter 1: You are still confused about what the research design is . . . work on that.  

8. Chapter 1: Research questions are overloaded.  Keep them simple.  

9. Chapter 1:  Theoretical framework did not meet requirements.  See comments on the side of the paper.  

10. Chapter 1: Definition of terms – some may not be relevant to study depending on the final focus.  You may need additional new definitions.  Keep visiting this section to update as needed.  

11. Chapter 1: The limitations, delimitations, and summary need more work.  

12. Chapter 2: Introduction is too long.   

13. Chapter 2: Title searches section needs work see specific comments on paper.  

14. Chapter 2: Historical Literature – This entire historical content is from one author  . . .  Lusardi et al, 2015.  That is unacceptable. 

15. Chapter 2: Current literature is too short.  Current literature by itself should be at least 20 pages by the end of the dissertation.  

16. Chapter 2: Current Literature: What needs to be discussed under current literature are current studies that has been on your topic, not opinion of authors.  In that way, you can establish what has been done and what else need to be done, in terms of gap in the literature.  

17. Chapter 2: Work on adding information to the current content literature section.   

18. Chapter 2: Work on adding actual studies to the current content literature section.   

19. Work on sentence clarity throughout the document. Write formally.  Avoid informal language and jargons.  

20. Chapter 2: Theoretical framework: Give examples of a related study that used the theoretical framework (model) you are proposing.  Explain the fit.  

21. Chapter 2 – Missing Methodological literature:  Address methodologies accomplished in previous research within the selected topic and support the selected methodology. This again is splashed intermittently within the paper. Find them and put them under the appropriate heading.  Use UOPX template to rearrange your dissertation. 

22. Use professional language in the dissertation document. For guide see “Appropriate Language” guide at 

https://owl.purdue.edu/owl/general_writing/academic_writing/using_appropriate_language/index.html

  

23. Anytime, you make major changes in any chapter, always go back to the introduction, summary, and conclusion, and let those reflect the new changes.  Do not wait for the instructor to highlight the new problem.  

24. Support all assertions with literature.  

25. APA issue: Work on APA reference style. 

26. Send a copy of your Chapter 1 and 2 to your URM, so you have another set of eyes looking at the paper. In that way you have rich feedback to develop the revised paper that is due in week 8.  

27. Address the issues highlighted on the paper by your chair and URM.  

28. Avoid Anthropomorphism – is the attribution of human characteristics to nonhuman entities, objects, or concepts. It results in ambiguity or misleading communication and thus should be avoided. See APA 7th edition, Section 4.11 for more information. 

ThePaucity of Financial Literacy Taught in Elementary Schools using a Qualitat

iv

e Research Method. Comment by Patricia Akojie: The title still needs work.
Keep working on this title. Looks like you have already concluded that there is a shortage of financial literacy in schools. Or that it is inadequate. Title is misleading.

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 or
Pilot 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 key words, 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 key words, for figure titles.]

UNIVERSITY OF PHOENIX

January 2010

iv

Chapter 1

Introduction

Education about financial literacy is an important subject that could help students handle money. Students who acquire this knowledge could make sound financial decisions to avoid common financial inaccuracies. As Amagir et al. (2018) mentioned in their systematic literature, 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 education gaps that exist in schools, the repercussions of these gaps, and possible remedies.
This article
aims to provide concise and detailed information on research that focuses on the gap between financial education and its incorporation into schools. Comment by Patricia Akojie: Not sure the article you are referring to here.

Financial literacy training and adoption benefit both knowledgeable young people and the global community due to their efforts. According to Amagir et al. (2018), financial education is characterized as the capacity to make appropriate financial judgments in the face of adversity. Teaching children about financial education tools may assist them in developing more skills and judgment while dealing with money in school. A bright future is established when youngsters are educated about personal money and financial literacy (Amagir et al., 2018). With a financial education in place, the first thing students shall do before gambling with their money is to recall the essential concepts of financial management they will have learned from school. The leading ticket towards living a debt-free life is knowledge about financial management, which can only be achieved through lessons taught in classes. Youths have always manifested confidence in the way they use money, and in fact, most of them believe they are knowledgeable concerning the use of money. However, in real life, the youth struggle with planning their finances, which predisposes them to a life full of debts while they are still young (Amagir et al., 2018). This excessive confidence and awareness are barriers that need to be cleared out through financial education. Comment by Patricia Akojie: Meaning what? Comment by Patricia Akojie: Says who?
Too many errors. I have to stop reviewing this section.

There are different programs that a typical school should implement to help train and educate students on matters related to finance. However, most schools focus on programs that emphasize practical didactics and theory-based (Blue & Grootenboer, 2019). Most of these didactics are based on benefit plans, which do not fully cover the main concepts of financial literacy. As a result, the school’s students and members (principals, administrators, teachers, housekeepers, secretaries, police officers, guidance counselors, cafeteria workers) have some financial literacy misconceptions.

Background of the Problem

Large numbers of children and teenagers have ongoing money management challenges due to a lack of financial knowledge and comprehension (Blue & Grootenboer, 2019). Therefore, individuals establish poor money habits and become unable to manage their funds in the future efficiently. When it comes to young people, inadequate budgets are usually the result of bad financial habits, driven by a lack of financial literacy. According to Amager et al. (2018), it is projected that 20 percent of high school seniors who participate in savings programs or open savings accounts will graduate with financial discipline and literacy skills. Their concern is that as their children get older, they will be unable to comprehend the fundamentals of saving, spending, and earning money and the fundamentals of checking and balancing their checkbooks and bank accounts (Faulkner, 2017). Education in financial literacy is becoming more critical for children as they learn to be self-sufficient, take responsibility, be independent, and be accountable for their actions. Comment by Patricia Akojie: OK, Glad to have a quote here.
But do you have a statistical quote. Children and teenagers do not have income, so this statement is odd.

After completing the program, students who have received financial education have an essential awareness of the financial markets, investment opportunities, and financial planning. Student debt, which is becoming a more serious issue for young people, will be avoided as the year’s pass. Financial management methods are identifiable, especially when dealing with well-informed and well-prepared specialists, while some financial management strategies are more challenging to detect (Aboagye & Jung, 2018). This outcome is because well-informed individuals will anticipate dangers and argue-justify issues relevant to their academic endeavors. In addition, financially savvy students are more likely to engage in a dispute with educated and informed persons (Amagir et al., 2018). Since individual financial well-being significantly impacts the economy, it is more vital than ever to polarize financial knowledge inside educational institutions. Comment by Patricia Akojie: What program? Comment by Patricia Akojie: Need literature to support this assertion. Comment by Patricia Akojie: What is your point? What “year’s pass”? Comment by Patricia Akojie: What has this got to do with financial literacy in schools Comment by Patricia Akojie: What outcome? Comment by Patricia Akojie: Not sure how this fit into background of the study.
So far, no flow. I will have to stop here in this section.

The research demonstrates that an alarmingly significant proportion of individuals are prone to spiraling debt and financial traps. This outcome is because the existing educational system devotes little to no time to studying such concepts (Aboagye & Jung, 2018). This idea is because a sizable proportion of teens and adolescents cannot make appropriate financial judgments. This fact is because educational institutions have a learning gap. Due to their incapacity to grasp how certain financially complex situations work, people make judgments that unintentionally jeopardize their financial prospects (Aboagye & Jung, 2018).

It is necessary to comprehend the burden it alleviates and how it helps grow a nation or family. To implement financial education successfully, prudent financial management increases family benefits and avoids debt and associated instruments (Aboagye & Jung, 2018). This idea might be seen as an investment in human capital to ensure that the necessary choices are made to ensure that financial commitments are correctly understood. As the modern world has become increasingly tricky regarding business and enterprise, it is critical to have a basic grasp of financial education (Aboagye & Jung, 2018).

One of the most critical components of education is the policies that school boards enact and the availability of education to all children. While deciding whether to include financial literacy teaching in school curricula, one of the factors to examine is the long-term benefit that such education will give (Faulkner, 2017). Unfortunately, this education has resulted in a lack of awareness about how financial choices should be considered while planning for the future and the long-term ramifications. Understanding our knowledge and behavior is one of the most fundamental ways to predict which actions to avoid and engage in to make sound judgments (Aboagye & Jung, 2018). Therefore, it is critical to acquire the necessary information and take focused action to gain such benefits.

Positive attitudes and self-confidence are also helpful when confronted with financial troubles. This idea is because they play a critical role in ensuring that decisions are made rationally and are not based on inaccurate or misleading information. This target can only be accomplished via vigilance and ensuring that decisions reflect both short- and long-term advantages (Faulkner, 2017). Consequently, present and future financial choices made with financial education in mind may decrease the number of financial errors made

throughout maturity and adolescence benefit everyone.

Problem Statement

According to the thesis statement, the problem of financial illiteracy among young people is the subject of the research study. Compared to past generations, a more
significant proportion
of teens and young people now lack the financial discipline that should have been taught in financial education courses in the first place (Lusardi, 2019). According to Amager et al. (2020), financial education for teens and young people is notably inadequate in the United States. Therefore, it is necessary to build financial literacy programs in schools because children and teenagers who
do not have financial
literacy
do not have economic wealth
, and the country does not profit from their lack of understanding (Lusardi, 2019). Furthermore, because most young people do not recognize the importance of financial education, schools should further ensure that students have access to vital financial education programs as early as their elementary years. Comment by Patricia Akojie: Still needs clarity or redundant. Comment by Patricia Akojie: Avoid sweeping statements for a dissertation study. Do you have the statistics to proof what Lusardi is saying? Avoid statements like this. Comment by Patricia Akojie: Another sweeping statement. Comment by Patricia Akojie: Do you have support for this? Stay way from sweeping statements. Base the problem on research, not on assertions made by authors.

Lusardi, A. (2019). Financial literacy and the need for financial education: evidence and implications. Swiss Journal of Economics and Statistics, 155(1). https://doi.org/10.1186/s41937-019-0027-5

Lusardi, A.; Tufano, P. Debt literacy, Financial Experiences, and Osverindebtness. J. Pension Econ. Finance. 2015, 14, 332–368.

Are these studies about literacy curriculum? If so, read the studies and base the problem statement on the study results, not on sweeping statement from the article.

The problem of financial literacy is not peculiar to children and teenagers, so, you will need to zero your discussion on the specific problem faced by teenagers and children or take your discussion to curriculum development for a rounded education. In that case, the focus will be on the educational system in providing life skills education. This is because adults also face financial problems. So, the problem you have identified is not specific to the group you selected (children and teenagers). Is like saying teenagers have flu. Flu is not specific to teenagers. So, be specific with the problem statement. Right now, it is all over the place. I hope that helps.

Purpose of the Study

The purpose of this study is to use a mixed-methods approach of data gathering to finish research on the subject of financial literacy among adolescents and teenagers. The examination will take place inside the school system in Palm Beach County, Florida. The objectives of the study are: Comment by Patricia Akojie: Did you start one before? Comment by Patricia Akojie: Who or what in Palm Beach is examined?

To identify the gaps in the financial literacy education in the schools within Palm Beach County, Florida. Comment by Patricia Akojie: Do you have a benchmark? Comment by Patricia Akojie: Which are you studying? Financial Literacy or Financial literacy gaps? Be consistent throughout the paper.
If gap, how did you come to the “gap” conclusion. Need to talk about that in the background of the study. What is the benchmark to establish “gap”?

To determine the long-term consequences of insufficient financial education for youths and teens within Palm Beach County, Florida. Comment by Patricia Akojie: How will you do that? This is not a longitudinal study.

Is this an evaluation of the curriculum? If so, then go back to the background of the study and set the stage as such.

Population and Sample

Principals from 20 schools around the district of Palm Beach County, Florida, will be interviewed, while only ten curriculum developers across Florida will be interviewed. According to Amagir et al. (2018), the school district of Palm Beach County, Florida, has about 180 schools, and a principal leads each school, so that means only 11.1% of the principals will be involved. So instead, a random selection technique will pick twenty principals and curriculum developers from the district’s schools. Comment by Patricia Akojie: Up to this point, you have been talking about teenagers and children, then now, you are interviewing principals. No discussion about principals before now. No alignment with the background of the study. Comment by Patricia Akojie: Not sure why this author is your source for statistics. This author gave the statistics in 2018, go to the school district website to find the statistics in 2022. Comment by Patricia Akojie: Is this as at 2022 Comment by Patricia Akojie: Not sure your point here.

Still need clarity here. Do not start with the sample size, start with the population size.

Significance of the Study

The study on financial literacy is critical to individuals, the state, and the U.S. government. The economy of the United States is heavily reliant on sound financial planning. For example, let us suppose that young people are well-versed in the subject of money management. In that situation, it is beneficial to the economy of both the United States and Florida since adequate financial education leads to intelligent financial planning, which stimulates economic growth (Hennink et al., 2020). In addition, the study of financial literacy in elementary schools will also assist policymakers in curriculum development in planning to introduce comprehensive financial literacy programs in these institutions of higher learning (Bakar and Bakar, 2020). These programs are designed to help teenagers and young adults manage their money by providing broad information. In addition, they are meant to teach students to be financially responsible citizens and parents (Jamshed, 2014). Comment by Patricia Akojie: The study is about K-

12

, so not sure why you are using a citation about higher education. This citation has no alignment with study.

Students understand the fundamentals of financial markets, investment options, and financial budgeting when financial literacy is taught to them. Consequently, students will avoid being burdened by debt, becoming increasingly common among young adults. In addition, it is not difficult to recognize specific financial management tactics, particularly when engaging with well– informed and well-prepared experts. Consequently, financial literacy students will debate with well-educated and informed persons since they will anticipate dangers and argue-justify issues relevant to their studies (Amagir et al., 2018). Because people’s financial well-being affects the economy, the Economic Policy Institute reports an increasing need to polarize financial knowledge inside educational institutions. Comment by Patricia Akojie: You do not know that for sure. Avoid statements like this in research. Comment by Patricia Akojie: Meaning what? Comment by Patricia Akojie: Is that why you are doing the study? . . . so what they can debate? Please stay focused on the purpose of study.

Stay focused! The study is on one school district, not sure how this will affect the entire economy of the United States.

Nature of the Study

The qualitative research approach will be employed to collect, compare, and analyze the various types of information gathered via interviews (Hennink et al., 2020). Because the data for this research will be gathered through interviews and observations, the qualitative technique is the most appropriate. In addition, the information will be investigated using a narrative data analysis design, which will be implemented (Hennink et al., 2020). As stated by the researchers, the narratives will examine the words or experiences shared during the interviews to identify any gaps in financial education within the Palm Beach County School System in Florida. Comment by Patricia Akojie: Earlier you said you were doing a mixed study. So, start the discussion about mixed study here in the opening paragraph. Then you can discuss the aspect that will be qualitative and the aspect that will be quantitative. Comment by Patricia Akojie: Not sure why this is a quote. Comment by Patricia Akojie: How many researchers? Comment by Patricia Akojie: What is the benchmark?

A significant benefit of using qualitative research to assess financial literacy in education is producing the volume of material necessary to answer the study questions on financial literacy (Hennink et al., 2020). In addition, using qualitative data will prove that the knowledge offered is exclusive to the qualitative sector of financial education. Finally, since qualitative research is subjective, it will help researchers understand why financial illiteracy is so pervasive among adolescents and teens in the United States (Hennink et al., 2020). Comment by Patricia Akojie: Not sure why this is a quote. What portion are you citing? Or, you are doing the same study as Hennink, et al 2020? Comment by Patricia Akojie: In research you do not “prove” anything. Comment by Patricia Akojie: Not sure why this is a quote. What portion are you citing? Or, you are doing the same study as Hennink, et al 2020?

I have to stop review this section. No clarity. Looks like you are quoting someone else’s study instead of using methodologist to support the method you are using. Hennick is not a methodologist.

It answers the study’s questions on financial literacy by using a qualitative research approach. Because qualitative technique will give background and an overview of financial literacy in schools, it is the most appropriate methodology for this research project. In addition, the findings of ethnographic research will influence the design. This is because it enables the gathering of first-hand knowledge. Direct observation and questionnaire interviews will be utilized to gather information for this project (Jamshed, 2014). The participants will respond to interview questions on the level of financial literacy in their schools and the consequences, in their opinion, of a lack of financial awareness on the part of the participants.

Qualitative research methods should be used to address concerns concerning financial literacy since they will provide in-depth insights into financial literacy and its effects on teens and young adults. Aside from that, since information will be gathered via interviews and direct observations, the qualitative research approach will be more cost-effective. However, it is difficult to overcome the issue of bias in data analysis, even if the grounded technique will be utilized to do so. This is the most significant disadvantage. Consequently, their conclusions may not be accurate due to prejudice, the results, and conclusions on financial literacy in schools and how it impacts kids and teens.

Research Questions

There are three research questions.

1. What are financial illiteracy shortcomings in financial education curriculum???? in Palm Beach County school system/district????, Florida? Comment by Patricia Akojie: Do you have a benchmark?

2. What are the effects of financial illiteracy on the youth and teens within the state? Comment by Patricia Akojie: How can the principal of a school genuinely give information about this? Think about that for a minute.

3. What measures should be implemented to address the financial illiteracy disparities in financial education seen in Florida and nationwide schools? Comment by Patricia Akojie: Do you have evidence for this? It was not provided in the background of the study.

Theoretical Framework

According to Champlain (2019), college University of California, Berkeley students are still battling to pay off enormous sums of student debt. The great majority of individuals live paycheck to paycheck, meaning that they are financially illiterate in some manner, shape, or form. In today’s environment, business owners are particularly disappointed with the lack of preparation and financial awareness of fresh graduates and potential recruits (Axelrod et al., 2018). For most kids, financial literacy is simply another subject in their class. According to Champlain (2019), students are prepared to pass the test only to live over their means of subsistence, are unable to acquire a house, are unable to enroll in a monthly insurance plan, and are unable even to begin to plan for retirement due to the enormous lump amount of debt accrued. Forty-four percent of Americans are predicted to be unable to afford a $400 emergency bill without acquiring debt (Champlain, 2019). Sixty-six percent of Americans have less than $10,000 saved for retirement (Axelrod et al., 2018). Some of these abilities should be taught to children by their parents; unfortunately, many parents are saddled with significant debt. Comment by Patricia Akojie [2]: Where is the logic? That people live paycheck to paycheck does not necessarily mean they are financially illiterate. Be careful of making unfounded assertions.
Comment by Patricia Akojie [2]: Nothing here talks about conceptual framework.

Financial illiteracy is anticipated to become the norm for a big part of the population if youngsters are not taught financial skills at home. Several scholars, notably Axelrod et al. (2018), argue that schools should simply supplement what parents teach their children. According to a financial literacy assessment, 27 states earned a “C” or below on the scale. Although most schools are mandated to teach mathematics, they are not compelled to teach children finance-related content such as the idea of compound interest or how to prepare a tax return (Champlain, 2019). Teaching personal finance in a condensed style and expecting primary outcomes is a doable and successful duty for educational institutions. Students who are learning to save their pocket money should behave in a manner that helps them put what they have learned in school into practice. This is owing to its massive influence on developing financial literacy in schools (Kirkham, 2016).

Definition of Terms

College students. According to Lusardi (2019), college students are presently enrolled in a higher learning postsecondary educational institution. Comment by Patricia Akojie [2]: This study is not about college student, so take off.

Financial literacy. Financial literacy is the capacity to grasp and effectively use several financial competencies, such as personal financial management, budgeting, and investing (Lusardi, 2019). Comment by Patricia Akojie [2]: This definition needs a definition. It is not clear enough for a definition.

Financial discipline. Kirkham (2016) suggests that financial discipline is the ability to regulate your spending and saving following the financial objectives you’ve set for yourself in financial management. Comment by Patricia Akojie [2]: ?? Not sure how this goes with the purpose statement or research question.

Curriculum developers. According to Lusardi (2019), Curriculum developers are elementary, middle, and high school instructors who construct instructional ways to help pupils improve their learning ability (Lusardi, 2019). In addition, they are in charge of devising instructional strategies for pupils in grades K-12. Comment by Patricia Akojie [2]: ?? Who?

Financial budgeting. According to Kirkham (2016), financial budgeting is the process of calculating how much money you will make over a certain period and planning how much you will spend, save, and borrow during that time: If you want to pay off your mortgage sooner rather than later, financial planning is essential. Comment by Patricia Akojie [2]: Not part of the problem statement, so take off.

Assumptions, Limitations, and Delimitations

Assumptions

The concept of an excess of financial information is based on the premise that less-educated persons have higher distances to travel regarding information collecting and distribution. As a result, when they consult with an expert, they save money on data and search costs. However, the hypothesis is based on a misunderstanding of adult education, psychology, and behavior change research, as well as sociocultural variables that contribute to students’ academic failure (Lusardi, 2019). Comment by Patricia Akojie [2]: Are you research financial information, literacy gap, financial literacy or what? Keep to one focus. Comment by Patricia Akojie [2]: Meaning what . . . in the context of this study? Comment by Patricia Akojie [2]: Not sure why this is an assumption that is relevant to the problem statement or purpose statement.

Another assumption is that someone experiencing financial difficulties may assume they do not have adequate financial resources; otherwise, the difficulties would not have occurred. One solution is to educate people about their triumphs and faults, a core element of American philosophical theory and practice. Another theory is that education in financial subjects will boost people’s literacies and, consequently, their financial well-being due to this permit. As a consequence of this assumption, non-fiction is omitted from the adult education mindset and behavior variance study (Lusardi, 2019). Comment by Patricia Akojie [2]: Not sure why this is an assumption that is relevant to the problem statement.
In this section, almost every sentence up to this point has issue or needs clarity. I have to stop reviewing this section.

Limitations

Establishing the dialogue on the premise that an enquiring approach to discovering gaps in the education system is influenced by what is discovered and what is not discovered is a realistic assumption. Before the examination starts, it highlights the research’s limits by concentrating on teaching rather than the reasons that create such changes in educational systems. Several ways may be used to ensure an accurate understanding of the subject. The first step is to recognize that the ultimate authority for these gaps lies with the system to establish a clear separation between the education system and the policies.

This study uses qualitative research approaches to identify present gaps in financial education, which entails gathering first-hand information rather than depending only on existing literature. Because there are only a limited number of interviews that may be adequately inferred and assessed in terms of financial literacy understanding, the number of interviews accessible is limited. As a consequence of the need to develop narratives from a set number of interviews to gather information on the gaps, there will be a skewed point of view (Skagerlund et al., 2018). Consequently, the information will be confined to this specific group of persons who do not fulfill any established requirements or have experience in a weak financial education system.

Furthermore, the limited scope of the theoretical framework to focus on college students as a genuine aspect of lack of financial education limits the extent to which there is a gap. This is because students are provided with academic opportunities, which they end up repaying when they are employed (Skagerlund et al., 2018). The huge number of default and struggling payments is due to the increasing unemployment rate and, therefore, a lack of means to ensure the utilization of such education (Aboagye & Jung, 2018). It biases the study to show only the failing students who did not have any education in addition to those who may have had opportunities to learn and benefit from extra-curricular financial education programs.

Delimitations

The purpose of research restrictions is to clearly define where the scope of a study ends in terms of financial education and the gap in Florida schools. The study’s limitations will include measuring the Degree of trust in information and if it can be effectively used to create strong financial literacy for young learners. There is virtually little academic material relating to financial thinking and dialogue accessible to pupils.

To investigate financial literacy in education, qualitative research is being employed since it can provide adequate information to answer the financial literacy study questions. The use of qualitative data will make it simpler to ensure that the information provided is relevant to education (Aboagye & Jung, 2018). The limitations of this study are that it only allows for the assessment of various educational materials and does not consider the rules in place to ensure that the standards and content taught in schools are up to grade.

Summary Comment by Patricia Akojie [2]: This will change when you revise this chapter.

Currently, very few schools include financial literacy materials as part of their curriculum. Forty-five states now include personal finance education in their curriculum standards for kindergarten through 12 grades, although only 37 states require those standards to be implemented by local school districts. (cnbc.com, 2020). This may be due to how policy is formed and implemented in universality and harmonization in learning. The research will also look at whether or not there is trustworthy and genuine information on financial literacy in schools and whether or not enough procedures have been put in place to promote it. The qualitative research technique was used in this study, and a narrative approach was used to derive the investigation results, which was successful appropriately.

The research is particularly interested in finding out what options are available to guarantee that the financial education literacy gap in Florida schools is closed. Furthermore, it is intended to identify the consequences of a lack of financial literacy among youngsters in Florida’s educational elementary institutions. With clearly apparent discrepancies in educational attainment in the schools, academic policies must be put in place to guarantee adequate education throughout the county’s educational institutions.

Chapter 2
Literature Review

The bulk of financial choices made by graduates may be attributed to a lack of financial literacy. This includes comparing the typical adult’s ability to cover financial crises. Theoretically, this debate aims to assess the level of financial literacy among youngsters and the degree to which it is taught in schools. Various scholars have said that lack of financial knowledge leads to young people making unwise judgments. Amagir et al. (2018) evaluated the school curriculum’s financial literacy for adolescents and children. They emphasized the disparity in financial education and how inadequate financial literacy is taught to youngsters (Aboagye & Jung, 2018). Comment by Patricia Akojie [2]: High school graduates or college graduates? Comment by Patricia Akojie [2]: But this study is about K-12. Stay with the focus of study Comment by Patricia Akojie [2]: Which debate

Financial education may be introduced in schools in numerous ways. First, ensuring that the educational system adequately explains how financial choices and information are made. Authors have suggested numerous approaches to introduce education into the curriculum appropriately. One of the most prevalent methods is to ensure pupils have such chances (Aboagye & Jung, 2018). This helps youngsters establish and grasp the basic building blocks of financial education. After confirming the presence of an essential curriculum element, the education system’s effectiveness is assessed. Educating children and adolescents about money has enhanced their financial attitudes and knowledge. They do so because they create and shape perceptions of money and its use in the contemporary world (Amagir et al., 2018). Comment by Patricia Akojie [2]: What chances? Comment by Patricia Akojie [2]: What? Comment by Patricia Akojie [2]: Not sure what all these are about and why they are part of the introduction. The introduction should give a snapshot of what this chapter is about.
Comment by Patricia Akojie [2]: The introduction should give a snapshot of what this chapter is about.

According to Hastings et al. (2013), low financial education is linked to negative credit financial behaviors. High debts, foreclosures, and unpleasant mortgage options are examples. This trend has been proven to affect adults and even youngsters and adolescents who lack financial knowledge. Several experts have stated that an increasing percentage of families are in danger of debt owing to bad financial decisions (Aboagye & Jung, 2018).

Titles Search and Documentation

The data for this inquiry was acquired utilizing a census-style sampling technique. The reviewed articles were selected and categorized by a panel of three reviewers who worked collaboratively. Several phases in the decision-making process were necessary to identify and classify articles based on their empirical and descriptive results (Bamforth et al., 2018). As a consequence, the particles were separated into groups based on their intended audience (students vs. adult learners vs. females versus men, among others) and their financial behavior (e.g., saving versus spending) (e.g., saving versus spending). Comment by Patricia Akojie [2]: What do you mean? Comment by Patricia Akojie [2]: What particles?

To begin, each journal issue was examined by two independent reviewers before a decision was made on which papers would be included in the research. Whenever the decisions could not break a tie of two or more reviewers, the decision of a third reviewer was utilized to break the tie. Only articles published in scientific and peer-reviewed publications specialized in financial management topics were considered for the rating. A relatively equal distribution of the 95 items chosen for evaluation was then made among the three assigned reviewers (Okumuş, 2017). Following that, each reviewer conducted their study on the papers provided to them and prepared a summary abstract for each article they had read. The abstracts served as the foundation for the subsequent categorization step. Comment by Patricia Akojie [2]: Are there two of you doing this story? Comment by Patricia Akojie [2]: Not sure how this is title searches and documentation.

The quantitative component of the study made use of experimental methodologies. In contrast, the qualitative component made use of a case study methodology to address the concerns that the researchers had found. The quantitative component of the study used an experimental design to determine the connections between variables and determine their causes and effects on one another. It is composed of information that the researcher wants to collect and observe (Cohen, 2008). It was decided that further investigation would be carried out. According to Okumuş (2017), a case study is a research approach that helps the researcher to get a comprehensive understanding of a subject or issue from all perspectives. Therefore, a case study was employed to conduct the qualitative portion of the research. The measurement tools used in the research were selected by the ethical committee of the affiliated institution.

Depending on their target audience (students, adult learners, women, and others) and financial behavior, they were grouped into three groups (retirement planning, investment choice decisions, economic well-being, and articles about the financial literacy process and structure). Articles were categorized either descriptively or empirically; however, the categories under each of these viewpoints were not mutually exclusive, and so a single item might be classified in many categories at the time of classification (Bamforth et al., 2018). A consensus-based decision-making technique was chosen for the classification process, which was carried out in the presence of all three reviewers and resulted in the categorization of the documents being reviewed. The debate on the proper classification of each item lasted an average of 10 to 20 minutes per item, depending on the topic.

Historical Content

The research established the significance of financial literacy and the lessons from history that ought to be learned about its importance. Illiteracy of such kind has been considered an endemic issue, especially since most of the world’s young population is struggling to find financial independence in their capacity (Lusardi et al., 2015). In 2015, a research study pinpointed that most of the country’s youth and adolescents are responsible for over $91 billion due to their lack of understanding of the financial system. Therefore, a lack of understanding of the financial system is considered one of the most future challenges of the modern age. Failure to understand its importance usually leads to an array of consequences. Some of them include high-level spending on poor credit management of funds, among other reasons that have been credited as some of the forefront decisions made in light of lack of such education (Jamshed, 2014). Comment by Patricia Akojie: Which study? Comment by Patricia Akojie: $91 billion what? Comment by Patricia Akojie: Rephrase this section. Comment by Patricia Akojie: What? Comment by Patricia Akojie: This entire paragraph needs clarity.

This only means a high number of seniors are graduating with little to no information regarding the aspects of financial literacy. This is because of the limited information regarding financial literacy in their academic curriculum, leading to little preparation (Jamshed, 2014). If the curriculum were in place, there wouldn’t be an increased number of learners with no concept of financial literacy, leading to more successful students and young adults. Such education allows them to budget their finances properly, make proper investment choices, and even understand financial markets (Lusardi et al., 2015). This allows them to understand finance and manipulate them to ensure their way out of debt. It also increases their horizons to understand decisions, patterns, and techniques implemented in the markets and benefit the student. Comment by Patricia Akojie: What? Comment by Patricia Akojie: You are repeating yourself over and over again. Get to the point of this section – which is sharing studies that has been done in the past related to this topic. Comment by Patricia Akojie: So, what does the curriculum contain. Because you said it is limited. What is lacking? Discuss that in the background of the study, not here. Comment by Patricia Akojie: Looks like you already know the problem and the solution, so not sure why you are doing this study. Comment by Patricia Akojie: What?

So far, no discussion of past study and results in this section.

There has been a record of many students in Florida who do not have any financial literacy classes. This is because of the number of educational materials available at their disposal during their studies(Lusardi et al., 2015). As a result, many students tend to finish school with little knowledge about how financial circumstances operate and work in life. The number of students in the state that are missing out on crucial financial lessons has increased significantly. The complex way of life requires various financial skills to survive. The lack of this knowledge spells doom for students from the county. When considering the current patterns of decisions, we tend to find out that there was a gap in education material in the country concerning financial education. Comment by Patricia Akojie: None of these are past research studies.

Naturally, the beginning point of the discussion would be to establish the importance of having such literacy courses taught in schools. Various studies have indicated the difference between counties that offer this form of education and those that do not. The difference was perceivable in the credit scores where the number of students who performed well in terms of financial decisions as those who received some education in some form or the other. The impact and benefit are broadly felt from homes that parents did not have the opportunity to learn and understand the inner working of financial education and its importance on life.

While considering the relevance of this project, keep in mind that some parents may be hostile to it because it was seen as undermining the validity of scholarships and the availability of student loans. While this may be advantageous to the student’s educational aspirations, it just serves to assist them in deciding which options they have and which opportunities are open to them in the first place (Jamshed, 2014). The biggest downside would be the disadvantage it would bring about for the county since there would be less funding devoted to financing higher education.

I tend to argue that this fear is based on the unforeseen benefits of financial education. First, a reduction in student loans would mean increased success in seeking and determining education. This benefits the young learners and adolescents even more to make correct decisions for their credit score. On top of that, having increased financial education would mean the capability to understand and benefit from various scholarships in college without the burden of getting into debt (Kirkham, 2016).

While this might be the case, it was also crucial to establish boundaries in terms of learning and ensure that only those interested in the initiatives would be allowed to participate in the learning programs that further their financial literacy. This aspect of inclusion would mean that there is the benefit of choice, and those who feel not interested in such education material can opt-out. It is crucial to understand the difference in perspective and how financial education can be undertaken in this circumstance. This case has seen various households not benefit from discussions revolving around financial education.

From a historical perspective, we understand the importance of the literacy classes and why policy indicated and supported the lack of such educational material. The significant number of schools and school districts from the data collection pool indicates an oversight from curriculum developers and instructors over the importance of financial education in schools within the county.

To further determine the country’s economic success, historical data was used to determine the extent to which adults and the financial economy were fairing. This information was generated utilizing data from various income statements from prominent businesses. On top of that, financial records of various governmental bodies and their analysis of cause and effect in terms of economic periods determined the extent of financial preparation(Kirkham, 2016). To this extent, we can credibly deduce that there is a significant impact on adult decisions and their understanding of financial literacy. There have been high numbers of individuals who make their decisions based on the information received and the actions of others.

The majority of the information collected during this data collection period led to the eventual global economic collapse of the financial system. This was due to poor decision-making and knowledge in investing and making sound decisions. The significant loss saw the dwindling financial hopes of individuals who had made huge decisions, and those who lived with debt were hit the hardest with a lack of recourse due to their vast debts(Kirkham, 2016). Even when the economy recovers, it only leads to more debts, translating to poor financial decisions.

Current Content Comment by Patricia Akojie [2]: Use UOPX headings.

Following World War II, scholars and politicians in rich countries, notably the United States, showed a growing interest in the world’s poorest countries for decades. Walt W. Rostov, an American historian, was an inspiration to theorists in the 1950s and 1960s who felt that the development process could be seen as a series of various stages of economic growth that all countries must pass through to advance.

Our research reveals that recent theorists argued that a society’s delayed progress was caused by and reflected in its conventional economic, political, social, and cultural systems rather than its contemporary ones (Nakano & Muniz, 2018). Endogenous interactions, they said, were the source of the urge for modernization in their society. However, their transformation would come primarily through exogenous stimuli in developing countries. This means that modernization would occur by the diffusion of capital, institutions, and values from the First World. It was presumed that Westernization, industrialization, and economic growth would generate the preconditions for the evolution of greater social equality and consequently the rise of stable, democratic institutions and a welfare state. Comment by Patricia Akojie: How many of you are doing this research? Comment by Patricia Akojie: What has this sentence got to do with current studies. Comment by Patricia Akojie: What has this sentence got to do with current studies.
Comment by Patricia Akojie: No current research study on financial literacy curriculum was discussed here.

Throughout this process, the state would serve as the primary agent of the social agent. Modern law was believed to be the “functional prerequisite of an industrial economy (Nakano & Muniz, 2018).” That is, the law would provide the necessary elements for the functioning of a modern system, including contract and private property rights and universal and uniformly applied rules that allow for predictability and planning. In addition, modern law would be essential to political development as it would help create a pluralist, liberal-democratic state and serve as the primary restraint on arbitrary state action.

Simply put, as Americans began to question their ideals at home, they also began to question their value as models for other countries. Financial considerations may have also played a role in that government agencies and private foundations began to lose interest in the role of law in the development process. So academics were deprived of necessary financial support (Nakano & Muniz, 2018). However, the primary cause for the law and development movement’s demise was the widespread belief that it failed. Trubek and Galanter argue in “Scholars and Self-Estrangement” that the notion that American liberal legalism could be efficiently transmitted to liberal emerging nations was erroneous. They argued that the circumstances necessary for the efficient implementation of the liberal legal paradigm were opposed to reality in rising nations.

According to the findings, an alarmingly large number of people are vulnerable to escalating debt and financial traps (Faulkner, 2017). Unfortunately, the current educational system provides little to no attention to studying financial literacy subjects (Aboagye & Jung, 2018). This is because a substantial minority of teenagers and adolescents are incapable of making sound financial decisions. This is due to a learning gap in educational institutions. As a result, people make decisions that inadvertently damage their financial prospects due to their inability to comprehend how some financially complicated circumstances function (Nakano & Muniz, 2018). Comment by Patricia Akojie: Which study? Comment by Patricia Akojie: Say more about this study and how it relates to K-12 financial literacy curriculum.

To properly implement financial education, it is vital to understand the stress that it relieves and how it contributes to the progress of a country or family. Because careful financial management leads to improved advantages for a family and the avoidance of debt and related instruments (Aboagye & Jung, 2018), this might be seen as an investment in human capital to make the appropriate decisions to guarantee financial obligations are fully understood. As the contemporary world has become more challenging in conducting business and industry, having a fundamental understanding of financial education has become vital (Aboagye & Jung, 2018). Comment by Patricia Akojie: Is this a current content study? Need to give information about the study. What type of study? The population studied, and main results? . . . . That is the kind of information needed in this content literature section.
Say more about this study and how it relates to K-12 financial literacy curriculum.

The rules that school boards establish and the availability of education to all students are crucial. One of the elements to consider when considering whether to incorporate financial literacy instruction in the school curriculum is the long-term advantage that such education will provide (Faulkner, 2017). Due to a lack of this knowledge, there is a lack of understanding regarding the degree to which financial decisions should be considered when preparing for the future and the long-term repercussions of such choices. Understanding our knowledge and conduct is one of the most basic ways to forecast which activities to avoid and participate in to make sound decisions (Aboagye & Jung, 2018). Therefore, it is vital to gather the appropriate knowledge and take focused action to reap such rewards. Comment by Patricia Akojie: Is this a current content study? Need to give information about the study. What type of study? The population studied, and main results? . . . . That is the kind of information needed in this content literature section.
Say more about this study and how it relates to K-12 financial literacy curriculum.

When dealing with financial difficulties, positive attitudes and self-confidence are also beneficial. This is due to their crucial function in ensuring that judgments are sensible and not based on incorrect or misleading information. This can only be done by attention and ensuring that choices are made with both short- and long-term benefits in mind (Faulkner, 2017). As a result, existing and future financial education-informed initiatives may decrease the number of financial errors made throughout maturity and childhood, benefit everyone.

A thorough search of all materials and instructions related to financial literacy in schools was conducted. The results were examined to determine the extent to which schools intervene and aid their pupils (Faulkner, 2017). Based on the evaluation of articles, papers, texts, and records, it was determined that if a knowledge database exists, it is suitable and suitably accessible for students and guided teaching with an expert (Faulkner, 2017). Comment by Patricia Akojie: What results.

Examining financial education budgets suggests that there is a possibility that too little money is spent on financial education (Faulkner, 2017). According to several writers, the absence of financial education in schools is due, among other things, to budget cutbacks and a lack of legislation that encourages more outstanding funds to be allocated to it (Aboagye & Jung, 2018). Comment by Patricia Akojie: So, this is not a study about school financial literacy? Comment by Patricia Akojie: Information like this is better in the significance of study, not here.

31/2 pages of current content literature is too short. Most of the current content is not clear as to the type of study done, location, participants, results, design of the study, etc.

Theoretical or Conceptual Framework Literature

As the fight against massive financial debt gains momentum, an increasing number of college students are joining the fray. While a sizable portion of the population lives paycheck to paycheck, this indicates that a sizable portion of the population is financially illiterate and unaware of the consequences of their financial choices. Due to the disproportional level of readiness and financial knowledge individuals possess when starting a new job or changing jobs (Skagerlund et al., 2018). Despite its critical nature, students frequently misunderstand and underestimate this concept as a necessary component of life. This incident sparked a debate about the argument’s purpose and the consequences of its conclusion. A sizable proportion of adults, children, and adolescents may be financially illiterate, possibly due to a lack of financial education throughout their academic careers. Comment by Patricia Akojie: What is the conceptual framework of this study? The discussion here should be an extension of the conceptual framework you started in chapter 1 (which was not clear to begin with). Jennifer, what is your conceptual framework? I do not read any here.

Financial literacy may seem a simple idea to acquire and comprehend theoretically. However, as seen by many people in debt, this has proved to be drastically different in terms of practical implementation. When it comes to education, the vast majority of teaching is often done to ensure that students complete their courses, get little practical benefit outside of the classroom, and pass their tests. This leaves financial literacy as nothing more than a subject taught to ensure that students meet the certified qualification in instruction in various subjects without regard for how they can be utilized (Draper, 2019). This is discernible in how students can make certain life decisions such as purchasing a home, monthly insurance plans, and even saving for their retirement benefits. Such limitations to the understanding and practicality of finance leave an ideological gap that seeks to fulfill academic qualifications and not the understanding of debt and the financial systems.

According to various surveys, rough estimates have been provided about Americans’ quality of living. It has been approximated that roughly almost half the population could not settle emergency fees of $400 or more without accruing debt. Similarly, shocking figures indicate that a large number of working Americans do not have sufficient savings in their retirement accounts due to these enormous amounts of debt (Bamforth et al., 2018). This knowledge cannot be accurately passed on to children due to debts that they have accrued, making for a generation of households that accept the norm of financial illiteracy. As the adults barely know any better, their children are more likely to fall into similar patterns that sound dangerous to their futures.

In the end, schools should ensure the proper facilitation of financial skills that have been learned from home. A lack of proper training and education would only lead to a lack of such information benefiting young adults and children (Bamforth et al., 2018). It is the responsibility of schools to ensure their curriculums touch on the importance of financial literacy and ensure that their learners can practically grasp its concepts. Basic concepts are usually taught and demonstrated in mathematics classes but are not given the same financial application in life. This leads to a shallow understanding of the workings of a financial system and not the practical concepts of management of finances. These theories may be understood theoretically, but circumstances are not usually similarly tailored in real life.

Students and learners alike need to understand the importance of financial education and why it is personal and institutional responsibility to ensure its proper understanding. Institutions are usually inclined towards teaching financial literacy from the point of view that is broad and significant and not solely giving focus to short forms and buzz words relating to finance. Children from various households are usually given pocket money from a young age, and it should be their first lesson in money management. This provides an insight into finance and allows the students to understand the concepts and theories from a practical point of view. They should integrate their instruction received from school with real-life occurrences and go a long way to ensure it improves their financial literacy (Kirkham, 2016).

Based on this outlook of financial education, the study established the study’s theoretical framework. It is keen to indicate the rising number of financial issues experienced in households and how many adults in debt keep rising. This also considers the inflation rates and how they have led to financial difficulties for individuals and families. On top of that, such gaps also lead to students’ development and instruction, who then grow up to become poor financial decision-makers (Kirkham, 2016). As such, the study intends to ensure the count of Florida has adequate financial education systems in place and whether they are sufficient enough to validate the increasing aspect between the youth and the rise in debt.

Methodological Literature

Research techniques are a fundamental approach for gathering and debating information to make an educated choice. This is because the information being gathered may include a variety of settings and scenarios that need different types of analysis and judgments (Aboagye & Jung, 2018). Three basic approaches are used in research: the qualitative research technique, the quantitative research technique, and the combined method. All of these kinds of research have applications and are used in many sorts of research, and the emphasis of this discussion will be on the examination of the various types of research techniques. As a result, we may get a new perspective on the data and present diverse insights via analysis (Hennick et al., 2020). Comment by Patricia Akojie: These are not methodologists. Use methodologists’ sources here. Comment by Patricia Akojie: How many of you doing this study?

Qualitative Analysis

Data segmentation is typical in data analysis. Without the breakdown, the data would be misinterpreted and misunderstood (Hennick et al., 2020). Understanding data segmentation is becoming more critical. We need to know when. This method is popular since it does not need a lot of data collecting. They are category, relationship, and description (Hennick et al., 2020). The qualitative analysis starts with data description and comprehension. The goals and procedure define a separate argument and school of thought. This is how most researchers acquire data. There are many techniques to check the analysis. Information categorization and links are crucial. Collected and sorted material must be correctly presented. The study in issue is socially relevant. It should include key findings from the study. It should be clear what the issue is (Hennick et al., 2020). That is, the data should be described and classified logically. Comment by Patricia Akojie: Some of these discussions include data collection and data analysis – please note that collection and analysis of data do not belong here. They belong in chapter 3

Quantitative Analysis Comment by Patricia Akojie: Make sure you make it clear throughout the document, that you are using mixed study.

Most of the time, this study analysis is done to disseminate and discuss information. This style of study analysis frequently leads to a good debate. Data processing frequently requires mathematical and statistical accuracy (Hennick et al., 2020). The quantity of data and information necessary to establish a clear relationship is enormous. Furthermore, this method of analysis assumes that the data is quantitative. Consequently, facts from this form of study analysis frequently suggest how to approach the issue of discussion (Hennick et al., 2020). Comment by Patricia Akojie: All these from the same author? – Diversify.

This approach offers two key advantages. One benefit is that it increases the study sample size. The data capture a more precise and more educated argument or research response. This sort of study also addresses objectivity and information accuracy. As a result, it is a more attractive study approach. In terms of community or social research, a plethora of data on numerous areas of society is crucial. In this way, the study may fully understand the topic and guarantee that findings are precise and clear (Hennick et al., 2020).

Mixed Methods Comment by Patricia Akojie: This discussion needs to come first in this section.

These procedures include the employment of several sorts of study analysis to obtain conclusive facts. In simple words, it often involves using both qualitative and quantitative kind of research approaches to produce a clear result on the topic. This operates typically by exploiting research resources and methodologies into regions where both types of research analysis give a firm fit (Jamshed, 2014). This implies that each study method benefits and guarantees its function in unison. It also entails collecting both open and closed-ended data that are generally in response to the study topic. Finally, the practical and demanding technique ensures that qualitative methodologies are appropriately applied (Jamshed, 2014).

There are numerous mixed-method studies, which indicates it is not a question of simply combining the two concepts. This technique has the advantage of recognizing discrepancies between quantitative data and qualitative findings. Such a manner enables the proper harmonization of various features making it simpler to determine a subject of conversation. It is also based on the experiences and conclusions of the directly questioned participants, making the data a proper representation of the study issue (Jamshed, 2014).

Research Design Literature

The objectives of this research were to construct and evaluate a high school financial literacy training program and evaluate its effectiveness. Both quantitative and qualitative methodologies to get results “a greater understanding of an issue than we would have gotten from any of the other two ways. An “integrated approach” “incorporates both quantitative and qualitative methodologies. According to Cohen (2008), a hybrid approach incorporates to get a more in-depth understanding of a subject than one methodology alone.” It was determined to conduct a sequential investigation using quantitative and qualitative approaches. Comment by Patricia Akojie: What design are you using?

It was discovered that the survey was performed on tenth-grade high school students who were specifically recruited to participate. The program started in the 10th grade due to the curriculum’s applicability and the number of students who volunteered. There were 42 students included in the quantitative component of this study. To perform the qualitative component of the research, 12 participants from the experimental group were chosen and provided financial literacy education tailored to their individual needs inside the experimental settings. Comment by Patricia Akojie: Are you using experimental design?

Conclusions Comment by Patricia Akojie: When chapter 2 is revised, come here and revise the summary and conclusion to match new information.

There are legitimate reasons for someone to be worried about their financial well-being on a personal, family, and communal level, as well as the financial well-being of the nation as a whole. As a result, as individuals learn more about money in the United States and other parts of the globe, positive things may occur in those countries and around the world. The quantity and relevance of financial education programs have increased dramatically in recent years. Still, adults who work in the field have a more excellent grasp of how programs are planned and operated, the mechanisms they operate, and the following steps to take. Children and adolescents have the right to receive financial education, which should come as no surprise given how self-evident and necessary it is to provide this kind of instruction.

It cannot be contested does not make it a particularly enticing cause to fight. Instead, a specific action plan must be developed to include financial education into state standards, train instructors, develop curriculum, investigate behavioral impacts, increase disciplinary competence and involvement, and resolve professional disagreements. Additionally, in addition to providing an in-depth look at current youth financial education, this research serves as a guide for future efforts to teach the school-age population how to make wise financial decisions and stay safe in an intimidatingly complex market, as detailed in the following section.

Chapter Summary

This data collection period led to the global economic and financial collapse of the banking sector. This was due to bad decisions and a lack of understanding about investing and making educated decisions. Individuals who made significant financial decisions saw their financial prospects diminish, and those in debt suffered the most since their debt commitments were huge (Kirkham, 2016). Even if the economy recovers, more debt will result, leading to even poorer financial decisions in the future.

The research found that when people’s circumstances deteriorate, a more significant percentage of them fall into debt and financial traps. The current educational system lacks time to explore such concerns in detail (Aboagye & Jung, 2018). Many teenagers and young adults cannot make sound financial decisions independently. It is owing to a lack of educational options. People unwittingly damage their financial prospects due to their inability to comprehend specific financial scenarios (Aboagye & Jung, 2018).

To properly apply financial education, one must understand how it reduces anxiety and contributes to a country’s or family’s prosperity. This might be seen as an investment in human capital to make the appropriate choices and guarantee that all household members fully grasp financial duties. Moreover, financial knowledge is critical to succeeding in today’s increasingly competitive business and the industrial world (Aboagye & Jung, 2018).

It was determined how much schools help their pupils’ financial education by searching all school-related financial literacy resources and instructions (Faulkner, 2017). After evaluating articles, papers, texts, and records, it was decided to make public if a knowledge database existed (Faulkner, 2017). According to one analysis, financial education budgets seem to be underfunded (Faulkner, 2017). Experts say the absence of financial education in schools is due to budget cutbacks and a lack of legislation that encourages more financing for this study area (Aboagye & Jung, 2018). Students and learners must understand the value of financial education and why it is a personal and institutional responsibility.

Financial literacy is more likely to be approached holistically by institutions than concentrating on money-related jargon and buzzwords. Distributing pocket money to children from various households should begin early. This helps pupils comprehend money and apply classroom knowledge to real-world circumstances (Kirkham, 2016). They should apply classroom knowledge to real-life circumstances, increasing their financial literacy.

References Comment by Patricia Akojie: Many of these are not APA style.

Aboagye, J., & Jung, J. Y. (2018). Debt holding, financial behavior, and financial satisfaction. Journal of Financial Counseling and Planning, 29(2), 208-218.

Amagir, A., Groot, W., Maassen van den Brink, H., & Wilschut, A. (2018). A review of financial-literacy education programs for children and adolescents. Citizenship, Social and Economics Education, 17(1), 56-80.

Amagir, A., Groot, W., van den Brink, H. M., & Wilschut, A. (2020). Financial literacy of high school students in the Netherlands: knowledge, attitudes, self-efficacy, and behavior. International Review of Economics Education, 34, 100185.

https://doi.org/10.1016/j.iree.2020.100185

Artavanis, N., & Karra, S. (2020). Financial literacy and student debt. The European Journal of Finance, 26(4-5), 382-401.

Axelrod, S., Lebow, D., & Peneva, E. (2018). Perceptions and Expectations of Inflation by U.S. Households. Finance and Economics Discussion Series, 2018(073).

https://doi.org/10.17016/feds.2018.073

Bamforth, J., Jebarajakirthy, C., & Geursen, G. (2018). Understanding undergraduates’ money management behavior: a study beyond financial literacy. International Journal of Bank Marketing.

Blue, L. E., & Grootenboer, P. (2019). A praxis approach to financial literacy education. Journal of curriculum studies, 51(5), 755-770.

CNBC.com. (2020). Teaching financial education in schools fnally catches us. Retrieved from

https://www.cnbc.com/2020/02/04/teaching-financial-education-in-schools-finally-catches-on.html

Cieslick, J., & van Stel, A. (2017). Explaining university students’ career path intentions from their current entrepreneurial exposure. Journal of Small Business and Enterprise Development, 24(2), 313-332

Curran, M. A., Parrott, E., Ahn, S. Y., Serido, J., & Shim, S. (2018). Young adults’ life outcomes and well-being: Perceived financial socialization from parents, the romantic partner, and young adults’ own financial behaviors. Journal of Family and Economic Issues, 39(3), 445-456.

Daveramsey.com (2019). Should Financial Literacy Be Taught in More Schools [Blog post]? Retrieved from

https://www.daveramsey.com/blog/should-financial-literacy-be-taught-in-schools

Dewi, V., Febrian, E., Effendi, N., & Anwar, M. (2020). Financial Literacy among the Millennial Generation: Relationships between Knowledge, Skills, Attitude, and Behavior. Australasian Accounting, Business and Finance Journal, 14(4), 24-37.

Draper, S. (2019). Why Financial Literacy in Schools matter today for the workforce of Tomorrow. Retrieved from

https://www.forbes.com/sites/forbescommunicationscouncil/2019/12/16/why-financial-literacy-in-schools-matters-today-for-the-workforce-of-tomorrow/?sh=7765a940110c

Dyer, S.P.; Lambeth, D.T.; Martin, E.P. Effects of multimodal instruction on personal finance skills for high school students. J. Sch. Educ. Technol. 2016, 11, 1–1

Faulkner, A. E. (2017). Financial literacy education in the United States: Exploring popular personal finance literature. Journal of Librarianship and Information Science, 49(3), 287-298.

Federal Reserve Bank of New York. Quarterly Report on Household Debt and Credit; Federal Reserve Bank: New York, NY, USA, 2016; pp. 1–33

Hastings J., Madrian B., & Skimmyhorn W., (2013), Financial Literacy, Financial Education and Economic Outcomes, Annual Review Econom., 5:347-373

Hennink, M. M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. SAGE Publications Ltd.

Herrerias, R. (2020). Financial Inclusion and Household Financial Behavior. Available at SSRN 3717100

Jamshed, S. (2014). Qualitative research method-interviewing and observation. Journal of Basic and Clinical Pharmacy, 5(4), 87.

https://doi.org/10.4103/0976-0105.141942

Kasman, M., Heuberger, B., & Hammond, R. A. (2018). A review of large-scale youth financial literacy education policies and programs. The Brookings Institution.

Khan, S. N. (2014). Qualitative Research Method: Grounded Theory. International Journal of Business and Management, 9(11).

https://doi.org/10.5539/ijbm.v9n11p224

Kirkham E. (2016). 1 in 3 Americans has saved $0 for retirement. Retrieved from

https://money.com/retirement-savings-survey/

Lusardi, A. (2019). Financial literacy and the need for financial education: evidence and implications. Swiss Journal of Economics and Statistics, 155(1). https://doi.org/10.1186/s41937-019-0027-5 Comment by Patricia Akojie: Are these studies, if so, read the study and base the problem statement on the study, not on sweeping statement from the article.

Lusardi, A.; Tufano, P. Debt literacy, Financial Experiences, and Osverindebtness. J. Pension Econ. Finance. 2015, 14, 332–368.

Nova. (2018). Financial education stalls, threatening kids’ future economic health. Cnbc.Com.

https://www.cnbc.com/2018/02/08/financial-education-stalls-threatening-kids-future-economic-health.html

Okumuş, G. (2017). A Geographical Information System Based Urban Sustainability Evaluation Model Proposal In Neighbourhood Scale. Journal of Planning.

https://doi.org/10.14744/planlama.2017.62207

Rajh, E., Budak, J., Ateljević, J., Davčev, L., Jovanov, T., & Ognjenović, K. (2016). Entrepreneurial intentions in selected Southeast European countries. EIZ Working Papers, (9), 5-27.

Raut, R. K. (2020). Past behaviour, financial literacy and investment decision-making process of individual investors. International Journal of Emerging Markets.

Skagerlund, K., Lind, T., Strömbäck, C., Tinghög, G., & Västfjäll, D. (2018). Financial literacy and the role of numeracy–How individuals’ attitude and affinity with numbers influence financial literacy. Journal of behavioral and experimental economics, 74, 18-25.

Suparno, S. & Saptono, A. (2018). Entrepreneurship education and its influence on financial literacy and entrepreneurship skills in college. Journal of Entrepreneurship Education, 21(4), 1-11

Tejero, E. L. I. S. A., Pilongo, L., & Pamaran, F. R. A. N. C. I. S. (2019). Financial literacy in relation to financial management. University of Bohol Multidisciplinary Research Journal, 7(1), 138-165.

12

1. Chapter 1: The opening paragraph still needs work. See comments on paper.
2. Chapter 1: Background of the study needs clarity. See comments on paper.
3. Chapter 1: The specific problem is still not clear.
4. Chapter 1: Need a clear purpose statement.
5. Chapter 1: Continue to work on stronger alignment of the problem statement and purpose statement.
6. Chapter 1: It is not clear if the area of study is financial literacy curriculum, spending habits of teenagers, or financial literacy curriculum gap, if the last one, what is the benchmark?
7. Chapter 1: Significance of study needs focus.
8. Chapter 1: Method and design section needs work. You are still confused about what the research design is . . . work on that. Use methodologist authors for the discussion here.
9. Chapter 1: Research questions are overloaded. Keep them simple.
10. Chapter 1: Theoretical framework did not meet requirements. See comments on the side of the paper. The conceptual framework of the study is not identified.
11. Chapter 1: Definition of terms – Keep definitions to the purpose of study.
12. Chapter 1: The limitations, delimitations, and summary still need work.
13. Chapter 2: Introduction: Not a good opening for Chapter 2. The introduction should give a snapshot of what this chapter is about.
14. Chapter 2: Title searches section needs work see specific comments on paper.
15. Chapter 2: Historical Literature – Still unacceptable. See comments on paper.
16. Chapter 2: Current literature is too short. Current literature does is more of assertions than actual studies by authors.
17. Chapter 2: Current Literature: What needs to be discussed under current literature are current studies that has been on your topic, not opinion of authors. In that way, you can establish what has been done and what else need to be done, in terms of gap in the literature.
18. Chapter 2: Work on adding information to the current content literature section.
19. Chapter 2: Work on adding actual studies to the current content literature section.
20. Chapter 2: Theoretical framework: Give examples of a related study that used the theoretical framework (model) you are proposing. Explain the fit.
21. Chapter 2 – Methodological and Design literature: Writing unclear and some information does not belong. Use methodologist authors for the discussion here.
22. Reference: All paper in reference list MUST be paper cited in the document. Vice visa, all paper in the document should be in the reference list. No paper should be in the reference that was not cited in the document.
23. Reference: The authors in the reference should be the actual authors who said what you cited in the paper.
24. Reference: Free: Recite checks that the authors and dates in the body of your work match up with the references at the end. Then Recite tells you where it finds errors. Visit https://reciteworks.com
25. Chapters 1 and 2: Too many repeats of the same idea throughout the document.
26. How to write a paragraph: A paragraph is a series of sentences that are organized and coherent and are all related to a single topic. A writing document should be organized into meaningful paragraphs. This is because paragraphs show a reader where the subdivisions of a writing document begin and end, and thus help the reader see the organization of the paper and grasp its main points. Each paragraph should have a topic sentence, main idea, and finish with connecting to the reason for the writing. In the last section of a paragraph summarize the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea.
27. The last section of a paragraph should summarize the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea.
28. Anytime, you make major changes in any chapter, always go back to the introduction, summary, and conclusion, and let those reflect the new changes. Do not wait for the instructor to highlight the new problem.
29. Do not forget to also get the feedback from the URM. Address the issues highlighted on the paper by your chair and URM.
30. Look for similar issues throughout the document and address all issues. Not all issues where highlighted.
31. Are there two of you doing this study? Keep referring to “we” or “the researchers” or “our research” etc.? Dissertation is done by one student. Please revise appropriately. Also, do not use personal pronouns throughout the document.
32. APA issue: Work on APA reference style.
33. Writing from author to author, instead of from idea to idea is not advanced writing. Using one author does not provide a solid foundation nor varying perspectives for the point you are making.