Multivariate modeling applied to financial education: Impact of teacher training and pedagogical resources

Bernedo-Moreira D.H.; Papanicolau-Denegri J.N.A.; Hervacio-Lermo D.M.; Romero-Carazas R. · Revista de Ciencias Sociales (2026) · DOI: 10.31876/rcs.v32i1.45212

Resumen

This article analyzes the influence of teacher training and the use of pedagogical resources on the f inancial education of secondary school graduates in southern Peru. A basic, quantitative, non-experimental, cross-sectional study was conducted with 1,400 randomly selected participants. A 27-item questionnaire was applied, with reliability index (α = 0.995). The results revealed that the structural equation model explained 98.3% of the variance in financial education; that teacher training exerts an almost unitary effect on the use of pedagogical resources (β=0.938), while these resources are the main direct determinant of financial education (β=0.948); the direct effect of training becomes marginal and non-significant (β=0.067) once mediation is controlled for; that 89% of the impact of training is channeled indirectly through pedagogical resources, configuring a practically complete mediation. It is concluded that the driving force of financial education is teacher training, which translates into an intensive and effective use of pedagogical resources, prioritizing the provision and support of didactic, physical and digital materials, and that teacher training should be reoriented towards specific competencies for the integration of these resources in the classroom. © Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/deed.es

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad Tecnológica del Perú; Universidad Autónoma del Perú; Universidad César Vallejo