Does the PBL Teaching Strategy Suit Higher Education Students with Disabilities? Exploring Financial Literacy Education: Based on PjBL and PmBL

This study examines the effectiveness of Project-Based Learning (PjBL) and Problem-Based Learning (PmBL) approaches in enhancing financial literacy among students with disabilities in higher education. Seven first and second-year students from a university in eastern Taiwan participated in the study, exhibiting a diverse range of disabilities including autism, visual impairment, cerebral palsy, and learning disabilities. The study found that while both PjBL and PmBL groups showed improvements in financial literacy scores, the PjBL group demonstrated a statistically significant improvement in self-efficacy compared to the PmBL group. Motivational factors, as assessed by the Motivated Strategies for Learning Questionnaire (MSLQ), showed no significant differences in intrinsic motivation, extrinsic motivation, work values, or control beliefs between the pre-test and post-test scores for either group. However, the PjBL group exhibited a notable reduction in learning anxiety, and there is also a more positive performance in intrinsic motivation. These findings underscore the importance of tailored instructional strategies for students with disabilities, with PjBL showing promise in enhancing self-efficacy and potentially improving learning outcomes. This study provides valuable insights for universities aiming to support the educational development and financial well-being of students with disabilities.