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Source: Compiled by the researcher via SPSS Respondents’ Year of Study able 5. 7 Professional Skills vs Respondents’ Year of Study

Table 33 Source: Compiled by the researcher via SPSS Respondents’ Year of Study able 5. 7 Professional Skills vs Respondents’ Year of Study

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Source: Deacon and Firebaugh (1988) Figure 2. 1 Deacon and Firebaugh's Family Resource Management Model
Source: Deacon and Firebaugh (1988) Figure 2. 1 Deacon and Firebaugh's Family Resource Management Model
Source: Constructed by the researcher
Source: Constructed by the researcher
2.11 Data Interpretation financial capability. The research that coined evaluation of the outcomes of financia
2.11 Data Interpretation financial capability. The research that coined evaluation of the outcomes of financia
Source: Adjusted by the researcher to suit developing country conditions 2.12 Ethical Considerations developing country, the score ranges were adjusted as shown in Table 2.5 below.
Source: Adjusted by the researcher to suit developing country conditions 2.12 Ethical Considerations developing country, the score ranges were adjusted as shown in Table 2.5 below.
Figure 3. 2 Respondents’ savings and investment knowledge to the (n=705; 44.6%) of the respondents who can manage their spending and credit.
Figure 3. 2 Respondents’ savings and investment knowledge to the (n=705; 44.6%) of the respondents who can manage their spending and credit.
Figure 3. 3 Respondents’ spending and credit knowledge
Figure 3. 3 Respondents’ spending and credit knowledge
Regarding money management, the analysis suggested that the majority of the respondents (n=1080; 68.3%) can manage their money as opposed to the (n=502; HA TAY \h6 6 ££ Ck me a ll wham a hmm cme 1 eklele& £2. mde cee me Lhe ewe not able to manage their income.
Regarding money management, the analysis suggested that the majority of the respondents (n=1080; 68.3%) can manage their money as opposed to the (n=502; HA TAY \h6 6 ££ Ck me a ll wham a hmm cme 1 eklele& £2. mde cee me Lhe ewe not able to manage their income.
Figure 3. 5 Respondents’ money management
Figure 3. 5 Respondents’ money management
Figure 3. 7 Respondents’ Financial Behaviour
Figure 3. 7 Respondents’ Financial Behaviour
Table 3. 4 Respondents’ Numerical skills
Table 3. 4 Respondents’ Numerical skills
Figure 3. 9 Financial Capability of Accounting Students In addition, a descriptive analysis between the respondents’ institutions and financial capability was estimated. The results revealed that most of the 864 respondents from UKZN, have the high financial capability, with (n=794; 91.9%). Similarly, the results revealed that of the 404 and 314 respondents in DUT and MUT, most have high financial Rranogahility, vith (n—2Qa: Q2 TJ7OL\ and (n—9QA: AN AOL\ roacnacrtival,
Figure 3. 9 Financial Capability of Accounting Students In addition, a descriptive analysis between the respondents’ institutions and financial capability was estimated. The results revealed that most of the 864 respondents from UKZN, have the high financial capability, with (n=794; 91.9%). Similarly, the results revealed that of the 404 and 314 respondents in DUT and MUT, most have high financial Rranogahility, vith (n—2Qa: Q2 TJ7OL\ and (n—9QA: AN AOL\ roacnacrtival,
Table 3. 6 : Respondents’ financial capability
Table 3. 6 : Respondents’ financial capability
Table 3. 7 Respondents’ financial capability (FC) versus institutions
Table 3. 7 Respondents’ financial capability (FC) versus institutions
Table 3.16 Co-variances: (Group number 1 - Default model)
Table 3.16 Co-variances: (Group number 1 - Default model)
The p-value is between .01 and .05 (.01 < p ¥ .05) indicating an acceptable fit. In this case, the p-value is 0.000 indicating perfect fit. Measures of Model-fit The smaller RMR, the better; 0 indicates perfect fit. RMR is 0.038 indicating an acceptable fit.
The p-value is between .01 and .05 (.01 < p ¥ .05) indicating an acceptable fit. In this case, the p-value is 0.000 indicating perfect fit. Measures of Model-fit The smaller RMR, the better; 0 indicates perfect fit. RMR is 0.038 indicating an acceptable fit.
Table 3. 21 Parsimony-Adjusted Measures PNFI is a result of applying of (Mulaik et al., 1989); the parsimony is an adjustment to the NFI. Table 3. 22 Hoelter
Table 3. 21 Parsimony-Adjusted Measures PNFI is a result of applying of (Mulaik et al., 1989); the parsimony is an adjustment to the NFI. Table 3. 22 Hoelter
Figure 3. 12 CFA path diagram (Financial Capability)
Figure 3. 12 CFA path diagram (Financial Capability)
The p-value between financial attitude with financial behaviour is less than p= 0.001 indicating a significant relationship between the variables. The p-value between financial attitude and numeracy skills is p =0.001 indicating that there is a statistical relationship between the two variables. Financial attitude with financial knowledge has a p =0.00 indicating that there is a statistical relationship between the two variables. Financial behaviour with numeracy skills has a p-value of p=0.150 indicating that there is no significant relationship between the two. Financial behaviour with financial knowledge has attitude and numeracy skills is p =0.001 indicating that there is a statistical relationship
The p-value between financial attitude with financial behaviour is less than p= 0.001 indicating a significant relationship between the variables. The p-value between financial attitude and numeracy skills is p =0.001 indicating that there is a statistical relationship between the two variables. Financial attitude with financial knowledge has a p =0.00 indicating that there is a statistical relationship between the two variables. Financial behaviour with numeracy skills has a p-value of p=0.150 indicating that there is no significant relationship between the two. Financial behaviour with financial knowledge has attitude and numeracy skills is p =0.001 indicating that there is a statistical relationship
Table 3. 28 Factors influencing financial capability using EFA
Table 3. 28 Factors influencing financial capability using EFA
Table 3. 30 Reliability and correlation analysis of factors significant. In this case, it is not necessary to consider eliminating any question. financial capability relate well and none of the correlation coefficients is particularly
Table 3. 30 Reliability and correlation analysis of factors significant. In this case, it is not necessary to consider eliminating any question. financial capability relate well and none of the correlation coefficients is particularly
Level of study vs financial capability among accounting students. bUeVE!T VY! Sty yY Vo MIA IVlal VAVGNIITLY GHIVi ly GQUVVUU TH Ty Sth ito. The analysis of the respondents’ financial capability according to their level of study suggested that most of the respondents from each class have high financial capability. It was found that the majority of the 180 respondents from a first-year non-accounting specialisation had high financial capability, with (n=151; 83.9%). Similarly, the analysis revealed that most of the 579 respondents from first-year mainstream had high financial capability, with (n=528; 91.2%). Finally, most of the 470 respondents in second year had high financial capability, with (n=428; 91.1%) as did the majority of the 353 third-year respondents with (n=309; 87.5%). capability, with (n=528; 91.2%). Finally, most of the 470 respondents in second year had
Level of study vs financial capability among accounting students. bUeVE!T VY! Sty yY Vo MIA IVlal VAVGNIITLY GHIVi ly GQUVVUU TH Ty Sth ito. The analysis of the respondents’ financial capability according to their level of study suggested that most of the respondents from each class have high financial capability. It was found that the majority of the 180 respondents from a first-year non-accounting specialisation had high financial capability, with (n=151; 83.9%). Similarly, the analysis revealed that most of the 579 respondents from first-year mainstream had high financial capability, with (n=528; 91.2%). Finally, most of the 470 respondents in second year had high financial capability, with (n=428; 91.1%) as did the majority of the 353 third-year respondents with (n=309; 87.5%). capability, with (n=528; 91.2%). Finally, most of the 470 respondents in second year had
Table 3. 33 Bivariate regression model of financial capability 3.16 Discussion and implications of the findings.
Table 3. 33 Bivariate regression model of financial capability 3.16 Discussion and implications of the findings.
Table 4. 3 Financial Socialisation vs Respondents’ Parents’ Educational Level
Table 4. 3 Financial Socialisation vs Respondents’ Parents’ Educational Level
further assigned a number label, by decreasing order of contribution to the total variance.
further assigned a number label, by decreasing order of contribution to the total variance.
Table 4. 5 Factors influencing financial capability
Table 4. 5 Factors influencing financial capability
Table 4.6 Rotated Component Matrix of financial socialisation by using EFA
Table 4.6 Rotated Component Matrix of financial socialisation by using EFA
Table 4. 7 Reliability and correlation analysis of the factors
Table 4. 7 Reliability and correlation analysis of the factors
Coefficients Table 4. 8 Regression model of financial socialisation
Coefficients Table 4. 8 Regression model of financial socialisation
Source: Compiled by the researcher via SPSS Table 5. 1 Professional Skills Cronbach Alpha 5.16.2 Professional Skills — Cronbach Alpha Reliability
Source: Compiled by the researcher via SPSS Table 5. 1 Professional Skills Cronbach Alpha 5.16.2 Professional Skills — Cronbach Alpha Reliability
Source: Extracted from the researcher's questionnaire Table 5. 2 Breakdown of Professional Skills questions The descriptive analysis conducted on each of the five items suggested that most of the
Source: Extracted from the researcher's questionnaire Table 5. 2 Breakdown of Professional Skills questions The descriptive analysis conducted on each of the five items suggested that most of the
Based on the results of the analysis in Table 5.4 above, it can be deduced that more than 95% of the respondents from UKZN have good professional skills, over 92% of the respondents from DUT have good professional skills, and more than 97% of the respondents from MUT have good professional skills. Hence, it can be concluded that respondents from MUT exhibit the highest level of professional skills.
Based on the results of the analysis in Table 5.4 above, it can be deduced that more than 95% of the respondents from UKZN have good professional skills, over 92% of the respondents from DUT have good professional skills, and more than 97% of the respondents from MUT have good professional skills. Hence, it can be concluded that respondents from MUT exhibit the highest level of professional skills.
Respondents’ Campus fable 5. 5 Professional Skills vs University of the respondents The results also revealed that of the 404 and 314 respondents at DUT and MUT, most of those staying on campus have good professional skills, with (nN=372; 24.7%) and (n=305; 20.3%), respectively.
Respondents’ Campus fable 5. 5 Professional Skills vs University of the respondents The results also revealed that of the 404 and 314 respondents at DUT and MUT, most of those staying on campus have good professional skills, with (nN=372; 24.7%) and (n=305; 20.3%), respectively.
Source: Compiled by the researcher via SPSS
Source: Compiled by the researcher via SPSS
Table 5. 9 LIFELONG LEARNING (ANOVA) Educational level vs lifelong learning Lifelong learning (Skills -Q1) Pearson Chi-Square test
Table 5. 9 LIFELONG LEARNING (ANOVA) Educational level vs lifelong learning Lifelong learning (Skills -Q1) Pearson Chi-Square test
Source: Compiled by the researcher via SPSS Table 5.10 Pearson Chi-Square test - Communication Skills
Source: Compiled by the researcher via SPSS Table 5.10 Pearson Chi-Square test - Communication Skills
Table 5. 11 ANOVA — Communication Skills 5.16 Educational level and Communication Skills
Table 5. 11 ANOVA — Communication Skills 5.16 Educational level and Communication Skills
Table 5. 14 Critical Thinking Skills - Pearson Chi-Square test The Pearson Chi-Square results indicated a very strong association between the Critical Thinking Skills (Professional Skills — Q4) Pearson Chi-Square test
Table 5. 14 Critical Thinking Skills - Pearson Chi-Square test The Pearson Chi-Square results indicated a very strong association between the Critical Thinking Skills (Professional Skills — Q4) Pearson Chi-Square test
Source: Compiled by the researcher via SPSS Table 5. 15 Critical Thinking Skills - ANOVA
Source: Compiled by the researcher via SPSS Table 5. 15 Critical Thinking Skills - ANOVA
Related topics:
BusinessAccountingFinancial behaviourNumeracy SkillsFinancial KnowledgeAccounting Students
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