A research investigation of the knowledge and behavior of high school students in the domain of financial literacy and personal finance

This research investigates the knowledge and behavior of high school students regarding financial literacy and personal finance. Since the current social-economic system is dynamic, everyone should be financially literate. High school students’ financial literacy, their financial decision-making behaviors, and the effectiveness of the current financial education intervention are also explored in the study. Adolescence is a dynamic developmental age at which people become independent in managing their monetary affairs, including budgeting, savings, and investments. However, most learners transit to adulthood with poor preparedness to meet various financial demands, hence a long-term effect on the student’s stability. The goals of the study are; to measure the current status of financial literacy among high school students, evaluate their spending patterns and financial decisions, explore factors affecting financial knowledge, and compare the effectiveness of financial education programs offered in secondary schools. In this research, these areas are explained, and it becomes clear how financial literacy is a privileged issue for people based on their socio-demographic background, thus stressing the importance of interventional approaches. The findings are intended for policymakers, educators, and stakeholders and highlight a need for better financial education curricula that would teach students more about financial independence. In sum, this study brings to light a basic set of skills with which young people should be endowed to ensure financial literacy and support of economic and social stability.