An additional 90 minutes of intensive instruction did not produce statistically significant gains in financial knowledge beyond the 11-hour camp¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The INTENSITY coefficient was positive but statistically insignificant, and insignificance persisted when the gain score was restricted to the 19 questions covering the extra content. → Bhattacharya et al. 2016

Evidence¶

Bhattacharya et al. 2016¶

Radha Bhattacharya, Andrew Gill, and Denise Stanley. (2016). The Effectiveness of Financial Literacy Instruction: The Role of Individual Development Accounts Participation and the Intensity of Instruction. Journal of Financial Counseling and Planning, Volume 27, Number 1, 2016, 20–35. https://doi.org/10.1891/1052-3073.27.1.20

q2 · i? · causal · r2

Randomly assigned subset of camp attendees (roughly half of the 83) received an extra 90 minutes of instruction, about 14% more time in 11 instructional hours. The article reports the coefficient was "positive but statistically insignificant"; no effect size is printed.

"The coefficient of INTENSITY is positive but statistically insignificant, suggesting that increasing the intensity of instruction did not fetch gains in financial knowledge in the overall test, above and beyond the 11 hours of instruction that was already provided to all students who attended the camp"

Discussion¶

Related Claims¶

• A 1-week financial fitness camp raised financial knowledge of low-income 8th graders by roughly 12 percentage points on a pretest–posttest design — related
• IDA participation and contribution level showed no statistically significant effect on financial knowledge gains from camp instruction — related
• Standardized Language Arts and Mathematics test scores, not GPA, predicted financial knowledge gains from the camp — related