Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/181029 
Year of Publication: 
2018
Series/Report no.: 
DIW Discussion Papers No. 1743
Publisher: 
Deutsches Institut für Wirtschaftsforschung (DIW), Berlin
Abstract: 
We conduct a randomized field experiment to study the effects of two financial education interventions offered to small-scale retailers in Western Uganda. The treatments contrast "active learning" with "traditional lecturing" within standardized lesson-plans. We find that active learning has a positive and economically meaningful impact on savings and investment outcomes, in contrast to insignificant impacts of lecturing. These results are not conditional on prior education or financial literacy. The active learning intervention seems to be superior as it works via three cognitive and non-cognitive mechanisms, i.e. increased financial knowledge, self-control, and financial confidence, while lecturing only affects financial confidence.
Subjects: 
financial behavior
financial literacy
active learning
lecturing
training method
field experiment
JEL: 
O16
D14
I21
Document Type: 
Working Paper

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