Socio-Economic Status and Students’ Financial Numeracy: A Systematic Literature Review and Meta-Analysis of International Evidence
DOI:
https://doi.org/10.59247/ijase.v4i1.155Keywords:
Socioeconomic Status, Financial Numeracy, Meta-Analysis, Educational EquityAbstract
This study aims to provide a quantitative synthesis of the association between socioeconomic status (SES) and students’ financial numeracy. The systematic review followed PRISMA guidelines and included 26 journal articles published between 2021 and 2026, representing 166,427 participants from 15 countries. Using a random-effects model, the meta-analysis found a statistically significant moderate positive association between SES and financial numeracy, r = 0.31, 95% CI [0.21, 0.40], p < .001. However, substantial heterogeneity was observed, I² = 98.4%, indicating considerable variation across studies. Subgroup analyses suggested that the SES–financial numeracy relationship was stronger in developing countries and rural geographical contexts, where family resources may play a greater role in students’ financial learning opportunities. The association also appeared more pronounced at the university level, suggesting a widening SES gap across educational progression. No substantial evidence of publication bias was detected. This study concludes that SES is an important international predictor of students’ financial numeracy and highlights the need for early, inclusive, and context-sensitive financial mathematics education, particularly for students from lower-SES backgrounds.
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