This study examined the effects and impact of simulation learning software on personal finance student achievement. The problem of the study is low summative achievement scores and final exam scores on personal finance exams. Two research questions framed the scope of the study: Is there a difference in academic achievement on the final exam scores between the two methods of teaching, simulation learning or traditional learning? Is there a difference in academic achievement on the class unit summative assessments scores between the two methods of teaching, simulation or traditional learning? The purpose of this study explored how the effects of simulation software learning increased student achievement scores in personal finance courses on unit summative assessments and final exam scores. An experimental design with quantitative analysis was used in the study methodology. An Independent Samples t-Test was calculated to determine if there was a significant difference in the mean assessment scores for those receiving the simulation (m = 86.1, sd = 10.423) and those who did not receive the simulation intervention (m = 83.9, sd = 11.358). A significant difference was found (t (977) = –3.310, p = .001). An Independent Samples t-Test was calculated to determine if there was a significant difference in the mean final exam score for those receiving the simulation software ( m = 87.6, sd = 8.301) and those who did not receive the simulation software intervention (m = 75.0, sd = 16.620). This independent sample t-Test demonstrated that a significant difference was found. The study showed that students who received simulation software performed higher on the assessments and final exam compared to students who did not. The researcher recommends educators research and implement active learning strategies like simulation learning in courses to increase student achievement scores across all disciplines. The research in the study demonstrates how simulation learning has a positive effect on increasing student achievement.
|Commitee:||Hillhouse, Edward, Lorenz, Cathy|
|School:||Missouri Baptist University|
|School Location:||United States -- Missouri|
|Source:||DAI-A 80/04(E), Dissertation Abstracts International|
|Subjects:||Home economics education, Educational leadership, Education|
|Keywords:||Business, Education, Personal finance, Quantitative, Simulation learning, Student engagement|
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