- For Teachers
This research relates clearly to its research purposes because it highlights five programmes that could have effectiveness for financial education. The researcher clearly states his own investigation, including details of his stocktake in financial education providers. However, the focus of his investigation was guided by a research purpose and a OECD’s definition, his argument and the research design he developed are explicitly concerned with exploring as many financial educations as possible and assessing the programmes effectiveness, and with an additional page of his interview questions, the researcher would clearly relate his quantitative research to his assessment framework.
Use of the OECD definition to guide assessment is convincing. The researcher explicit the concept is to guide assessment, leading to a result of five financial education programmes to be identified effectiveness. These would suggest that the researcher actually employed these ideas in framing his analysis.
The study shows that approximate 40 financial educations providers provided different financial education programmes, and that they were provided to different aged group from children at aged 5 to the adult population. The assessment has identified five programes that could have effectiveness for financial education. This is a big project, but the result is relatively small. (Roorda Research & Evaluation Ltd,2007, p.32) The result also shows that that information on effectiveness is limited, because few studies were identified that included a focus of effectiveness. Evaluations seem to be undertaken only in education and government sector. These are unable to give enough information to draw a wider inference. The respondents are not necessarily representative of the wider population. (Roorda Research & Evaluation Ltd,2007, p.33)
The report finding appears quite reliable. Researcher has addressed limitations in his research. His claims are backed up by stocktake and assessment framework. Clear concept of effectiveness would mean that researcher had actually used the concept. The report with details in methodology and concepts gives transparency to his reader, so the reader would trust the finding.
However, research design, data collection and findings are written in summary of the researcher. It would be advisable to the reader to carefully check the report, so they can judge whether the data is enough to support the claim the researcher made is on the basis of their research.
The stocktake has indentified different providers delivering programmes to the way financial concepts to be taught in schools. Significant examples for children aged at 5-12 and secondary school student are ENZT’s Primary enterprise programme (Prep) programme and He Oranga Pounamu / Te Runanga o Ngai Tahu’s Financial literacy programme (FLP).(Roorda Research & Evaluation Ltd,2007, p.32) However, in providers different programmes aimed at different age and different population, effectiveness in different programmes are likely to be included. The fact that the researchers found different programmes available in New Zealand would suggest that effectiveness is vary in different programme may be considered. The use of framework for assessing programmes would have made the researcher’s claim more convincing.
The research has explicit the research purpose and the research design. These would suggest that the researcher is confident to his research design as a way of doing so. Also, to explicit his assessment framework would be able to assert researcher is impartial to the financial education programmes that he assessed. The limitation that little time given is unable to do full and complete investigation would means the reader would know the limitations may affect the claims. The researcher therefore immures from judgment of his study validity.
Reference made from other research would make the claims be more convincing. To some extend reference is based on own research finding. However, the report does not relate its findings to other researchers’ work, and the fact that the report shows number of education programs and result of the assessment is based on it own research. These would imply that the result remained unjustified by other research or theories that might support or challenge them. Also, the fact that absence of reference would mean the researcher explicitly reject theapplicabilityof that evaluation would lead to a better investigation on financial education. Therefore, the calms would be not strong.
If the researcher had referred to other research to support his claims, the reader would see how strong that evidence was by looking for information about the research design, sample size and methods of data collections and analysis. However, absence of those references might suggest that it is unnecessarily to improve research at this stage.
Comparison shows that similarities in the research from Roorda Research and Evaluation Ltd have been subjects in researches like those from Clark R.L and d’Ambrosop M.B and Boyce L. and Danes S.M. These similarities would suggest that these reports seek to decipher the relationship between financial education and effectiveness as a result of evidences to support change in financial behaviours by using qualities and quanaltive method to two or more subjects or groups. However, differences would suggest that Roorda Research and Evaluation Ltd unaware of putting one of those differences would lead to a better understanding of what a financial program have achieved, but simply using framework to assesses programme that by questioning has been subject to his evaluation.Importantly, this simple comparison of the reports is not to be used to attack Roorda Research and Evaluation Ltd’s report. It would not have been considered complete if he had simply ignored those differences. Instead, differences would show the implication that the report can be improved.