Formal Consumer Education: An Empirical Assessment. Wisconsin Working Paper 6-77-25.

Autor/inn/en	Moschis, George P.; Churchill, Gilbert A., Jr.
Institution	Wisconsin Univ., Madison. Graduate School of Business.
Titel	Formal Consumer Education: An Empirical Assessment. Wisconsin Working Paper 6-77-25.
Quelle	(1977), (19 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Ability; Consumer Education; Course Evaluation; Curriculum Development; Data Analysis; Economics Education; Educational Assessment; Educational Needs; Junior High School Students; Knowledge Level; Money Management; Program Effectiveness; Research Methodology; School Role; Secondary Education; Skill Development; Socioeconomic Influences; Student Characteristics; Tables (Data) + Suchen Sie Ihr Suchwort? Konsumerziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auswertung; Wirtschaftskunde; Education; assessment; Bewertungssystem; Educational need; Bildungsbedarf; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Wissensbasis; Research method; Forschungsmethode; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Sozioökonomischer Faktor; Tabelle
Abstract	The article describes a study of consumer education materials and practices, and suggests guidelines for developing economic education material and programs. Objectives of the study were to (1) assess the effectiveness of consumer-related courses in junior and senior high schools, (2) examine the extent to which students learn consumer-related skills at school, and (3) suggest types of consumer skills educators should teach adolescent students. The skills included consumer affairs knowledge, consumer finance management, and economic motivations for consumption. A sample of 806 adolescents from 13 schools in Wisconsin completed self-administered questionnaires containing skill-related questions and background information about family's socioeconomic status and number of consumer-related courses taken in school. Response data indicated that older students possess the skills to a greater extent than younger students and that middle-class students scored higher than lower-class students. Number of consumer-related courses taken at school did not correlate with degree of skill development. The authors concluded that students learn these skills outside the classroom and that, consequently, course content and teaching methods should be revised. (Author/AV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01