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Financial Education With College Students: Comparing Peer-Led and Traditional Classroom Instruction

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Abstract

This project compared the learning gains from teaching financial literacy skills to undergraduate students through two methods: traditional classroom instruction and peer financial counseling. Students at a southeastern university received instruction through either a semester-long course on family economics (N = 78) or a one-hour peer-led session (N = 149). Students in the peer sessions received instruction on either budgeting (n = 94) or credit (n = 55). Students in the course received extended instruction on budgeting, credit, and other topics. Comparisons of posttest learning revealed similar gains between the two methods on shared content and on planned financial behaviors. Results suggest additional investigation to explore peer financial counseling for teaching financial literacy skills may be warranted.

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Acknowledgements

The authors would like to thank Laura Patton, Antuan Wilson, the Georgia Southern University Peer Financial Counseling Program, and the Georgia Student Finance Commission.

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Authors and Affiliations

  1. Department of Hospitality, Tourism, & Family and Consumer Sciences, Georgia Southern University, P.O. Box 8021, Statesboro, GA, 30460, Georgia

    Trent W. Maurer & Sun-A Lee

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  1. Trent W. Maurer
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  2. Sun-A Lee
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Correspondence to Trent W. Maurer.

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Maurer, T.W., Lee, SA. Financial Education With College Students: Comparing Peer-Led and Traditional Classroom Instruction. J Fam Econ Iss 32, 680–689 (2011). https://doi.org/10.1007/s10834-011-9266-z

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