Effect of Financial Literacy on the Savings Behaviour of Undergraduates in Nigeria (Project Guide)

By EngrHenryTech Publishing · Banking and Finance

EFFECT OF FINANCIAL LITERACY ON THE SAVINGS BEHAVIOUR OF UNDERGRADUATES IN NIGERIA: A COMPLETE PROJECT GUIDE

Departments: Banking and Finance, Accounting, Economics, Business Administration, Business Education, Home Economics and Consumer Studies

ABOUT THIS GUIDE

This is a detailed research guide and framework, not a finished project for submission. It gives you a ready-to-adapt Chapter One, a map for your literature review, a full survey methodology plan with a worked sample-size calculation, a draft questionnaire with a scored financial knowledge test, empty results tables, and guidance for writing your conclusions. You collect your own data and write Chapters Four and Five from your own findings.

SECTION 1: TOPIC AND ALTERNATIVE TITLES

Main topic:
Effect of Financial Literacy on the Savings Behaviour of Undergraduates in [University]

Alternative titles:
1. Financial Knowledge, Attitude and Saving Habits of Students in [Institution].
2. Influence of Financial Literacy on Personal Financial Management among Undergraduates.
3. Financial Literacy and the Use of Digital Savings and Investment Apps among Students.
4. Parental Financial Socialisation and Savings Behaviour of Undergraduates.
5. Financial Literacy and Exposure to Online Investment Scams among Young People in [City].
6. Financial Literacy and Savings Behaviour of Small Traders in [Market] (a non-student version).

SECTION 2: MODEL CHAPTER ONE

1.1 Background to the Study (model text, rewrite in your own words)

Financial literacy refers to the knowledge, skills, attitudes and behaviour that people need to make sound financial decisions. It includes understanding basic concepts, such as interest, inflation and risk diversification, as well as practical skills, such as budgeting, saving and avoiding excessive debt (Lusardi and Mitchell, 2014). The Organisation for Economic Co-operation and Development (OECD) measures financial literacy through three components: financial knowledge, financial behaviour and financial attitudes.

Saving is important for individuals and for the economy. For individuals, savings provide protection against emergencies, allow them to meet future goals and reduce reliance on borrowing. For the economy, savings provide funds for investment. Economic theories, such as the Life Cycle Hypothesis (Modigliani and Brumberg, 1954) and the Permanent Income Hypothesis (Friedman, 1957), explain saving as a way of smoothing consumption over time. Behavioural theories add that people often find it difficult to save because of self-control problems (Thaler and Shefrin, 1981).

University students in Nigeria manage money from allowances, part-time work and small businesses, often for the first time on their own. They face high living costs, inflation, and many opportunities to spend money online. Many also use mobile banking and fintech savings apps, but they are also exposed to high-risk schemes and online investment fraud, including Ponzi schemes. The Central Bank of Nigeria's National Financial Inclusion Strategy and its financial literacy framework recognise the need to improve financial education, including among young people. This study therefore examines the effect of financial literacy on the savings behaviour of undergraduates in [university].

1.2 Statement of the Problem (model)

Many undergraduates run out of money before the end of each month, borrow from friends or digital lenders, and have little or no savings [support this with evidence from studies or a short pilot survey]. Some have lost money to Ponzi schemes and online investment scams. It is not clear whether students' financial knowledge, attitudes and skills explain these differences in savings behaviour, or whether other factors, such as income, are more important. This study addresses that problem.

1.3 Objectives of the Study

The main objective is to examine the effect of financial literacy on the savings behaviour of undergraduates in [university]. The specific objectives are to:
1. determine the level of financial literacy among undergraduates;
2. examine the effect of financial knowledge on savings behaviour;
3. examine the effect of financial attitude on savings behaviour;
4. examine whether financial literacy differs by gender and course of study.

WHAT THE FULL GUIDE CONTAINS

The complete guide continues with:
- research questions and null hypotheses matched to each objective;
- significance, scope, limitations and definitions of terms;
- a Chapter Two map: concepts to define, the theoretical framework, how to build the empirical review, and a model statement of the research gap;
- a full Chapter Three plan: design, population, a worked sample-size calculation, sampling technique, validity, reliability and the statistical test for each hypothesis;
- a ready-to-adapt draft questionnaire (or data collection instrument);
- Chapter Four table templates with guidance on interpreting and discussing results;
- a Chapter Five guide to the summary, conclusion and recommendations;
- a list of real starting references, plus a checklist of common supervisor corrections.

Please note: this is a research guide and framework to help you plan and write your own project. It does not contain invented data or results. You collect your own data and write Chapters Four and Five from your own findings.