Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/316698 
Year of Publication: 
2022
Citation: 
[Journal:] Journal of Development Economics [ISSN:] 1872-6089 [Volume:] 157 [Article No.:] 102870 [Publisher:] Elsevier [Place:] Amsterdam [Year:] 2022
Publisher: 
Elsevier, Amsterdam
Abstract: 
We conduct a randomized field experiment to study the effects of two financial education interventions offered to small-scale retailers in rural western Uganda. The treatments contrast “active learning” with traditional lecturing” within standardized lesson-plans. After six months, active learning has a positive effect on savings and investment outcomes, in contrast to small or zero effects for lecturing. After four years, estimates come with substantial uncertainty but are generally larger for the active learning group, such as a 60 percent increase in investments. As an adverse outcome, reported late payment on loans increases by about 30 percent for both treatments. The findings suggest that teaching methods can play an important role in affecting how financial education programs impact financial behavior and outcomes.
Subjects: 
Financial behavior
financial literacy
active learning
lecturing
training method
field experiment
JEL: 
O16
I21
G53
Published Version’s DOI: 
Creative Commons License: 
cc-by-nc-nd Logo
Document Type: 
Article
Document Version: 
Accepted Manuscript (Postprint)

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