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Active learning improves financial education: Experimental evidence from Uganda

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  • Kaiser, Tim
  • Menkhoff, Lukas

Abstract

We conduct a randomized field experiment to study the effects of two financial education interventions offered to small-scale retailers in rural western Uganda. The treatments contrast “active learning” with traditional lecturing” within standardized lesson-plans. After six months, active learning has a positive effect on savings and investment outcomes, in contrast to small or zero effects for lecturing. After four years, estimates come with substantial uncertainty but are generally larger for the active learning group, such as a 60 percent increase in investments. As an adverse outcome, reported late payment on loans increases by about 30 percent for both treatments. The findings suggest that teaching methods can play an important role in affecting how financial education programs impact financial behavior and outcomes.

Suggested Citation

  • Kaiser, Tim & Menkhoff, Lukas, 2022. "Active learning improves financial education: Experimental evidence from Uganda," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 157.
    • Handle: RePEc:zbw:espost:316698
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    More about this item

    Keywords

    Financial behavior; financial literacy; active learning; lecturing; training method; field experiment;
    All these keywords.

    JEL classification:

    • O16 - Economic Development, Innovation, Technological Change, and Growth - - Economic Development - - - Financial Markets; Saving and Capital Investment; Corporate Finance and Governance
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • G53 - Financial Economics - - Household Finance - - - Financial Literacy

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