| 000 | 01847nam a22002177a 4500 | ||
|---|---|---|---|
| 005 | 20231020093430.0 | ||
| 008 | 231019b ||||| |||| 00| 0 eng d | ||
| 022 | _a 0022-0671 | ||
| 082 | _a 370 | ||
| 100 | _aFatih Çetin Çetinkaya, Kasım Yıldırım and et al | ||
| 245 | _a Improving financial literacy through interactive read-aloud with children’s picture books (Journal Article) | ||
| 260 |
_a USA _b: Taylor and Francis Group _c,2023 |
||
| 300 | _a 48-59 p | ||
| 440 |
_aThe Journal of Educational Research, _v Volume 116, 2023 - Issue 1 |
||
| 520 | _aThe 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. ***______{For Hard Copy, Please visit Library.}________*** | ||
| 650 | _aChildren's picture books | ||
| 650 | _afinancial literacy | ||
| 650 | _aread-aloud | ||
| 856 | _uhttps://doi.org/10.1080/00220671.2023.2182752 | ||
| 942 | _cPER | ||
| 999 |
_c44505 _d44504 |
||