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Effects of participation in a simulation game on students’ numeracy and financial skills

Effects of participation in a simulation game on students’ numeracy and financial skills. Ross Brennan Lynn Vos. The authors gratefully acknowledge funding support from the Academy of Marketing. Overview. The essence of the argument H ypotheses The study Findings Limitations

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Effects of participation in a simulation game on students’ numeracy and financial skills

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  1. Effects of participation in a simulation game on students’ numeracy and financial skills Ross Brennan Lynn Vos The authors gratefully acknowledge funding support from the Academy of Marketing

  2. Overview • The essence of the argument • Hypotheses • The study • Findings • Limitations • Questions & discussion

  3. 1. Essence of the argument

  4. 2. Hypotheses • Hypothesis 1: Marketing students’ scores in a standard test of numeracy skills will rise following their participation in a simulation game that requires them to engage in numerical analysis. • Hypothesis 2: Marketing students’ scores in a standard test of financial skills will rise following their participation in a simulation game that requires them to engage in financial analysis. • Hypothesis 3: Marketing students’ self-efficacy in handling numerical and financial issues will improve following their participation in a simulation game that requires them to engage in numerical and financial analysis.

  5. 3. The study Pre- and post-test quasi-experimental design without control group Demographics Self-efficacy (5 questions, 8 point scale) Numeracy (10 questions, right/wrong) Financial (5 questions, right/wrong) PRE-TEST (WEEK 2) INTERVENTION (WEEKS 3-10) POST-TEST (WEEK 11) PLAY SIMBRAND (8 ROUNDS) WITH TUTORIAL SUPPORT Demographics Self-efficacy (5 questions, 8 point scale) Numeracy (10 questions, right/wrong) Financial (5 questions, right/wrong)

  6. CESIM SIMBRAND: SCREENSHOT

  7. CESIM SIMBRAND: SCREENSHOT

  8. 4. Findings • 127 respondents pre-test • 88 respondents post-test • 76 fully paired-up responses used for analysis • Description of the 76 • 33male, 43 female • Characteristically mixed ethnic origin • 29 A levels; 22 UK vocational; 19 overseas qual. • Mean age 21.7 years

  9. 4. Findings

  10. 4. Findings Table 2: Mean Scores Before and After Participation in the Simulation Game

  11. 5. Limitations • Single institution, small sample • No control group used • Only short-term effects measured • Tutorial support provided – the game was a learning environment, not the only pedagogic tool

  12. 6. Questions & discussion Slides illustrating research instrument available if desired The authors gratefully acknowledge funding support from the Academy of Marketing

  13. Self-efficacy

  14. Numeracy (marketing math)

  15. Basic accounting

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