學校教育對金融知識的探討

Abstract

這份研究的主要目標在 評估逢甲大學學士生的金融常識水平。我們透過問卷調 查的方式，收集了受訪者的相關資訊，包括性別、所屬學院以及科系。為了衡量 受訪者的金融知識水平，我們參考了 Lusardi 和 Mitchell (2008) 所提出的基本 金融知識問題，並以這些問題作為評估工具。 接下來，我們對前三題以及五題全對的正確率進行了迴歸分析。同時，我們 也特別針對財務工程與精算學士學位學程進行了獨立分析，這樣的劃分有助於深 入了解學校的教育模式對學生金融水平的影響。 透過這些分析，我們期望能夠了解學生的學習背景以及個人投資經驗因素如 何相互關 聯，進而探討這些因素對學生的金融素養水平產生何種影響。這些結果 將有助於更全面理解大學生的金融知識狀況，並提供相應的教育改進建議。透過 這項研究，我們期望為提升學生的金融素養水平提供實質性的建議與貢獻。

The primary objective of this study is to assess the financial literacy levels of undergraduate students at Feng Chia University. Through a questionnaire survey, we collected relevant information from participants, including gender, affiliated college, and major. To measure participants' financial literacy levels, we utilized fundamental financial knowledge questions proposed by Lusardi and Mitchell (2008) as the assessment tool. Subsequently, we conducted regression analysis on the accuracy rates of the top three questions and the perfect score (all correct) for five questions. Additionally, we performed independent analyses specifically for students in the Financial Engineering and Actuarial Science bachelor's degree programs. This segmentation aims to provide a deeper understanding of how the university's educational model influences students' financial literacy levels. Through these analyses, we aim to comprehend the interrelation between students' learning backgrounds and personal investment experiences, investigating the impact of these factors on students' financial literacy levels. The results are expected to contribute to a more comprehensive understanding of the financial knowledge status among university students and offer relevant recommendations for educational improvements. Through this research, we hope to provide substantive suggestions and contributions to enhancing students' financial literacy levels.