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Improving financial literacy through interactive read-aloud with children’s picture books

Author

Listed:
  • Fatih Çetin Çetinkaya
  • Kasım Yıldırım
  • Halil İbrahim Öksüz
  • Muhammet Sönmez
  • Dudu Kaya Tosun
  • Timothy Rasinski
  • Abbey Galeza

Abstract

The current study aimed to explore the effects of interactive read-aloud with children’s picture books on third-grade elementary school students’ financial literacy attitude and behavior. A pretest-posttest control group quasi-experimental research design was employed. The sample of the current research consisted of 46 third-grade elementary school students. We randomly assigned two preexisting third-grade elementary school classrooms to the treatment and control groups that appeared similar considering the pretest scores of the groups. While interactive read-aloud was used in the treatment group, just reading read-aloud activities occurred in the control group. The implementation process took four weeks. Before and after the implementation, the measurement tool was administered to the students in the groups. A one-way analysis of covariance was used for the posttest scores of the students in the groups. The analysis revealed that there was a statistically significant difference in favor of the treatment group.

Suggested Citation

  • Fatih Çetin Çetinkaya & Kasım Yıldırım & Halil İbrahim Öksüz & Muhammet Sönmez & Dudu Kaya Tosun & Timothy Rasinski & Abbey Galeza, 2023. "Improving financial literacy through interactive read-aloud with children’s picture books," The Journal of Educational Research, Taylor & Francis Journals, vol. 116(1), pages 48-59, January.
    • Handle: RePEc:taf:vjerxx:v:116:y:2023:i:1:p:48-59
    DOI: 10.1080/00220671.2023.2182752
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