Financial education and its relationship with eighth-quarter students of the bachelor's degree in business innovation at a university in Cancun
Bibliographic record
Abstract
Knowledge about financial education has gained greater importance among university students, as they now recognize the need to learn how to manage their finances and increase their wealth. In this context, the present research aims to evaluate the level of knowledge about financial education among students in the eighth semester of the Bachelor's Degree in Business Innovation at a university in Cancun. To achieve this objective, a questionnaire was designed and applied that favors the descriptive method, in a sample of 113 students who voluntarily agreed to participate as study subjects. The questionnaire covered several key dimensions related to financial education, including budget planning, consumption, credit, investment, and savings. The results of the research will allow the identification of strengths and weaknesses in students' knowledge of financial education, which can be used to design more effective and personalized financial education programs to improve students' financial skills.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".