Abstract
This study examined the influence of Social Studies Education on the financial literacy of Upper Basic School students in Anambra State, Nigeria. The study was motivated by concerns over the low level of financial literacy among young people despite the inclusion of financial-related concepts within the Social Studies curriculum. A descriptive survey research design was adopted. The population comprised Upper Basic School students in public secondary schools, from which a sample of 400 respondents was selected using a multistage sampling procedure. Data were collected using the Social Studies Education and Financial Literacy Questionnaire (SSEFLQ) and analysed using mean, standard deviation, and Pearson ProductโMoment Correlation at the 0.05 level of significance. The findings revealed that Social Studies Education significantly enhanced students' knowledge of personal financial management (Grand Mean = 4.20), budgeting skills (Grand Mean = 4.16), saving behaviour (Grand Mean = 4.14), and responsible spending and consumer behaviour (Grand Mean = 4.13). Significant positive relationships were also found between Social Studies Education and personal financial management (r = 0.712), budgeting skills (r = 0.695), saving behaviour (r = 0.673), responsible spending and consumer behaviour (r = 0.684), and overall financial literacy (r = 0.781) (p < 0.05). The study concluded that Social Studies Education plays a significant role in improving students' financial literacy and recommended strengthening financial literacy content and instructional practices within the Social Studies curriculum.
Keywords: Social Studies, Studentsโ Financial Literacy, Anambra State, Nigeria .
1. Introduction
Financial literacy has become an essential life skill because of increasing economic uncertainty, inflation, unemployment, and the rapid growth of digital financial services. It equips individuals with the knowledge, skills and attitudes required for effective budgeting, saving, borrowing, investing and responsible financial decision making, thereby promoting financial well-being and reducing poverty and financial exclusion (OECD, 2020, 2023; Lusardi & Messy, 2023; World Bank, 2022). Social Studies Education contributes to this objective by fostering economic awareness, consumer education, critical thinking and responsible citizenship, leading international organisations to advocate the integration of financial literacy into school curricula (UNESCO, 2021; OECD, 2023; Banks, 2020).
2. Methodology
The study adopted a descriptive survey research design because it enables the collection of quantitative data from a representative sample to examine existing relationships among variables without manipulating them. The design was considered appropriate as the study sought to investigate the relationship between Social Studies Education and financial literacy among Upper Basic School students in Anambra State. It also facilitates the use of Pearson ProductโMoment Correlation (PPMC) to test the formulated hypotheses and enhances the generalisability of the findings (Creswell & Creswell, 2023; Cohen et al., 2018).
3. Results
A total of 400 questionnaires were administered to Upper Basic School students in selected public....
4. Discussion
The findings of this study established that Social Studies Education significantly enhances the financial literacy of Upper Basic School students in Anambra State by improving their knowledge of personal financial management, budgeting skills, saving behaviour and responsible spending. These findings support Banks (2020) and are consistent with OECD (2023), UNESCO (2021), Lusardi and Messy (2023), World Bank (2022), Central Bank of Nigeria (2020) and NERDC (2022), all of whom emphasised that school-based financial education develops financial competence, responsible financial decision-making and positive financial attitudes among learners.
5. Conclusion
This study concludes that Social Studies Education is a significant determinant of financial literacy among Upper Basic School students in Anambra State, Nigeria. The findings demonstrate that effective implementation of the Social Studies curriculum enhances students' knowledge of personal financial management, budgeting skills, saving behaviour, and responsible spending and consumer behaviour, thereby equipping them with the competencies required for sound financial decision-making. The significant positive relationships established between Social Studies Education and all dimensions of financial literacy further confirm that the curriculum plays a vital role in developing financially responsible, economically productive and socially responsible citizens. Consequently, strengthening the delivery of Social Studies Education has the potential to improve students' financial capability and prepare them for active participation in an increasingly complex economic environment.
References
[1] AGBO, O. E. (2026). SOCIAL STUDIES CURRICULUM IMPLEMENTATION AND STUDENTSโAWARENESS OF THEIR FUNDAMENTAL HUMAN RIGHTS IN SECONDARY SCHOOLS, KOGI STATE, NIGERIA. Pedagogy Forward, 2(2).
[2] Banks, J. A. (2020). Diversity and citizenship education: Global perspectives (2nd ed.). Jossey-Bass.
[3] Central Bank of Nigeria. (2020). National Financial Inclusion Strategy (Revised). Central Bank of Nigeria.
[4] Chukwuemeka, E. J., & Wali-Essien, R. C. (2026). Artificial intelligence integration in social studies education: A TPACK-based analysis of teachers' awareness and a proposed link to technology acceptance. Pedagogy Forward, 2(2).
[5] Chukwuemeka, E. J., Agbo, E. O., & Ohiare-Udebu, M. F. (2026). Impact of COVID-19 pandemic on students' engagement and integration of technology mediated instructional modifications in social studies education in University of Abuja, Nigeria. Zamfara International Journal of Education (ZIJE), 6(4), 226 236.
Full reference list available in the PDF version.