Performance of Grade 9 Learners in PISA-like Financial Literacy Test

Abstract

The PISA-like Financial Literacy Test was developed to assess how Grade 9 learners apply mathematical knowledge and problem-solving skills to real-life financial contexts. Using the ADDIE model, the study contextualized test items within Philippine settings, including GCash transactions, phone plans, pizza purchases, currency exchange, and bicycle ownership. Expert validators confirmed the strong relevance and alignment of the items with the PISA financial literacy framework. Master teachers rated the instrument as Very Good in terms of design, layout, and illustrations, recommending only minor revisions for clarity. The test obtained a Cronbach’s Alpha reliability coefficient of 0.76269, indicating acceptable internal consistency of the scoring guide. Findings revealed that learners exhibited proficiency in tasks involving direct computation, such as currency conversion; however, they experienced difficulty in higher-order reasoning and budgeting contexts, particularly when comparing phone plans and evaluating financial information. Most learners performed at or below the Beginning Proficient Level, suggesting limited ability to transfer mathematical concepts to authentic financial decision-making. Case analyses identified two distinct problem-solving approaches: quantitative reasoning, which emphasizes computational precision, and contextual reasoning, which values practicality and affordability, highlighting a gap between mathematical accuracy and real-world application. The study concludes that the contextualized PISA-like test is a valid and effective assessment tool for measuring financial literacy. It recommends integrating financial literacy more explicitly within the K-12 Mathematics curriculum, enhancing teacher training on contextual learning, and conducting further research on learners’ financial literacy progression and socioeconomic influences.