tên công trình factors affecting learning finacial investment of students in ho chi minh city

The research team used multivariate regression analysis,showing 5 factors: 1 school year, 2 majors, 3 level of interest in financialinvestment, 4 income, 5 future finance plan have a pos

TRƯỜNG ĐẠI HỌC KINH TẾ TP.HCM

CÔNG TRÌNH DỰ THI

GIẢI THƯỞNG

ĐỀ TÀI MÔN HỌC XUẤT SẮC UEH500 - NĂM 2021

TÊN CÔNG TRÌNH: Factors affecting learning finacial investment of students in Ho Chi Minh City THUỘC KHOA: Toán-Thống kê

MSĐT (Do BTC ghi): TTK50

TP HỒ CHÍ MINH - 2021

Introduction: The research team conducted this research with the aim of

discovering and measuring the factors affecting financial investment as well asdelving into the importance of financial investment at a time when few people thinkabout-while sitting in the university lecture hall This research will go into measuringthe level of learning financial investment and evaluate the internal and externalfactors affecting the students' level of learning financial investment The dataobtained from the questionnaire were analyzed by descriptive statistics andmultivariate regression analysis The data source used in the research was collectedfrom survey questionnaires from 360 students at universities in Ho Chi Minh City.The proposed research model is based on the model of Nguyen Thi Hai Yen 2016,Alexandra Luksander – Dániel Béres – Katalin Huzdik – Erzsébet Németh 2014,Neneng Susanti*- Rima Rahmayanti - Rizal Ramdan Padmakusumah - R Susanto

2019, T.Bashir et al 2013 The research team used multivariate regression analysis,showing 5 factors: (1) school year, (2) majors, (3) level of interest in financialinvestment, (4) income, (5) future finance plan have a positive effect on the level oflearning financial investment of students in Ho Chi Minh City From there, it ispossible to infer their understanding as well as the purpose of learning aboutinvestment including: expanding knowledge, profitable investment, improving fieldexpertise The research team offers recommendations in order to improve the level

of learning financial investment of students Based on the research results, a fewimplications are given to help managers have the right strategies in the context ofincreasingly developing investment channels in the new technological society

I Background of research

Financial market plays an important part in the economy Cash flows areconstantly moving, causing fluctuations between financial instruments andpayments Therefore, each individual needs to have a multi-dimensional view andunderstand the financial market more clearly Financial literacy is the ability to usefinancial knowledge and skills to effectively manage and enhance financialresources In order to meet the market demand in the new integration era, the needfor investment is increasing considerably Modern young people no longer focus onenjoyment but have a more intelligent and knowledgeable view If in the past, onlyentrepreneurs and middle-aged people had financial investment needs, now evenyoung people under the age of 30 or over 30 have gradually become familiar withthat It can be said that in Vietnam, investment categories are extremely variableincluding real estate investment, stock trading, dollar investment, gold investment ,and recently, Vietnam has established a new type of bitcoin investment - a virtualcurrency Understanding financial investment helps individuals and households toplan spending and thrift budgets, thereby having a certain amount of "idle" money toinvest to earn more income, prevent risks and save money to plan for the future

However, besides the new viewpoint on financial investment of some people,

in general, the problem of learning financial investment of Vietnamese has not beenuniversal For those who do not understand much about investment activities as well

as have no experience in this field, investing will bring them many risks even thoughthe high growth of money is extremely promising For students, there is currently noresearch that is particularly specialized in this subject while they are the mostvulnerable in financial investment In adulthood, especially when entering a newlearning environment away from home, student life is the time when each studentlearns to be more active in his or her own life One of the inevitable problems ofevery student is financial management when they have to decide how to spend itand save it Financial management skills when they are students relate to eachindividual's financial management skills later

Realizing that the problem of learning as well as understanding financial

current situation, the research team decided to research it When we know whatfactors affect the level of learning about financial investment, we can come upwith solutions to improve the level of learning financial investment of students That's why we chose the topic: Factors affecting learning financial investment ofstudents in Ho Chi Minh City.

II Aim of research

In the current era of rapid development of science and technology, people's living standards will certainly increase in the future, understanding financial investment plays

an increasingly important role in the balance and prosperity of each individual in particular and the stability and development of the economy in general For emerging economies, a citizen's understanding about financial investment can ensure that the financial sector can effectively contribute to real economic growth and poverty reduction (Faboyede et al events, 2015) Vietnam is one of the emerging and developing countries, so the level of learning financial investment of Vietnamese is still quite low, especially students Financial investment is still a new issue that surely future generations in particular - typically students and the whole society in general - have not really understood in the most clear and true way Beside that, there are a few programs that actually facilitate and cultivate knowledge in this field.

Students tend to approach quickly and are highly influenced by new

things Moreover, universities in Ho Chi Minh City are increasingly interested in how to provide their students with a certain source of knowledge about financial investment with the hope of improving student’s lives and direct them to make effective financial investments That is absolutely necessary in an era when the investment market is on the rise

In short, the research team carried out this research with the aim ofmeasuring the level of learning about financial investment and evaluated thefactors affecting the level of learning of students in Ho Chi Minh City

III Research question

- What group do students have ever learned financial investment belongs to?

- The level of learning financial investment is affected by which factors?

- What is the aim of learning financial investment of students ?

IV Research scale and object

Research scale

- Time : The research is conducted during 2 months, form June 16th, 2021 to August 6th, 2021

- Place : Ho Chi Minh City

Research object: Factors affecting learning financial investment of students in Ho

Chi Minh City

V Research method

Data was collected through the online surveys sent to students ofuniversities in Ho Chi Minh City The research team used SPSS 20.0 software toanalyze data through 3 steps: (1) Descriptive statistics, (2) Create representativevariables by calculating means (3) Linear regression analysis

VI The contribution of research

Learning about financial investment plays an important role and can becomeone of the useful elements in the learning process, research and also in student'sliving, not only in the economic sector but also in other sectors Recognizing thisimportance, the group has conducted this research which contributes to raisingawareness as well as providing students with a more multifaceted view of financialinvestment and how to make effective financial planning for the future Throughknowledge of domestic and international financial investment channels, students cangain a deeper understanding of investment, thereby knowing how to make their ownactive financial and management plan

VII Structure

There are 4 chapters including:

- Chapter 1: Theoretical basis and proposed research model

- Chapter 2: The methodology

- Chapter 3: Research results

- Chapter 4: Conclusions and recommendations

Table of content

Domestic references

Appendix 1: The content of qualitative interview 44

Appendix 2: LIST OF MEMBERS PARTICIPATING IN THE INTERVIEW

48

CHAPTER 1: THEORETICAL BASIS AND PROPOSED RESEARCH MODEL 1.1 Definitions

1.1.1 Definitions of literacy

According to Czakó et al (2010), financial literacy means knowledge offinancial matters and the ability to process financial information and make goodfinancial decisions It is arguable somewhere to draw the line for financial literacyand financial literacy skills This line is drawn in different locations by differentresearchers, and as a result they often investigate very different questions usingdifferent methods

In addition, the “ U.S Government Expenditure Administration (GAO)” statesthat: “Financial literacy is the ability to make sound judgments and effectivelyuse financial resources at present and future for money management.”

1.1.2 Definitions of financial investment

Financial investment is understood in a simple way as using your own incomeand money to create money with a larger amount of money Students often use theirmoney to invest in stocks, bitcoin, etc to generate new income for themselves.Learning financial investment is studying or having certain knowledge related toinvestment, through studying documents to understand and apply to life

1.1.3 Definitions of learning financial investment

According to Herawati & Dewi (2019), learning of financial investment has an additional applied aspect, which implies that one must have the ability and confidence to apply one’s financial knowledge to make a decision for yourself There are components

to measuring financial literacy: understanding the concept of money; learning the concept of debt Especially here, we will only be interested in investment issues, in setting up current funds for future purposes, for example, saving, investing in money markets such as: stocks, securities, including pension funds.

Learning about financial investment is an activity that leads to an understanding of

financial investment through researching knowledge related to the field of financialinvestment, which can be found through books, research articles, websites, smartapplications from which to have a basic foundation on investment, thereby raisingawareness about financial investment, helping yourself and your future work.Moreover, you can also make a profit form financial investment

1.2 Related research models

1.2.1 Domestic research model: Value Financial Literacy of Vietnamese Students in Higher Education and Its Determinants – The need of Financial Education (

Nguyen Thi Hai Yen, 2016)

With the use of linear regression analysis with 435 sample surveys, the research results show that 5 factors affect students’s learning of financial investment, including:

(1) Gender properties, (2) Residence, (3) Group of study, (4) Years of study, (5)Work experience, (6) Income, (7) Occupation of parents and (8) Necessity of financialliteracy and family dependence

1.2.2 Overseas research models:

1.2.2.1 Analysis of the Factors that Influence the Financial Literacy of Young People Studying in Higher Education (Alexandra Luksander – Dániel Béres – Katalin Huzdik – Erzsébet Németh, 2014)

According to the author’s research on financial literacy of young people in Hungary for 2027 students The study identifies six factors that affect financial literacy, including: (1) Gender, (2) Age, (3) Marital status, (4) Children, (5) Familybackground, (6) Occupation, (7) Income, (8) Type of training, (9) Level of

education, (10) Studying abroad

1.2.2.3 Factors Affecting Students' Financial Literation on Widyatama University, Indonesia (Neneng Susanti*, Rima Rahmayanti, Rizal Ramdan Padmakusumah, R Susanto, 2019)

This research aimed to examine the factors that influence financial literacy with

variables such as gender, pocket, lifestyle, parental income and financial learning

ability The research model used is descriptive analysis and verification The population

of this study was University of Widytama students and sampled 122 of whom they received questionnaires Data analysis used many linear regression The results are showed that gender, pocket money, lifestyle, parent’s income and financial learning ability while the test of the hypothesis of partial pocket money, lifestyle and financial education have a significant influence on financial literacy However, parent’s gender and income did not have a significant effect on students’ financial

1.3 Proposed research model

The research team carried out a research project on the level of financialinvestment learning that is too new, while most research models focus only onfinancial literacy Therefore, the group omitted and added variables suitable forthe research object

Specifically in this study, the research team based on the two formed the basisfor the proposed research model, as follows:

First, the team relied on previously reviewed studies The research team is based on

3 research models of: Nguyen Thi Hai Yen (2016), Alexandra Luksander – DanhielBéres – Katalin Huzdik – Erzsébet Németh (2014), Neneng Susanti*, RimaRahmayanti, Rizal Ramdan Padmakusumah, R Susanto ( 2019), Taqadus Bashir(2013) as the basis for the research paper Specifically, the research team proposedfactors affecting financial literacy including 5 factors: Gender, School year, GPA

score, Level of interest, Income and Majors Specifically, Nguyen Thi Hai Yenpointed out that gender, major, and GPA were found to have a significantinfluence on their financial literacy at all levels At the same time, students'financial literacy is also influenced by their year school at a fundamental level.The findings also revealed that student income was also a predictor of students'financial literacy at baseline At the same time, seeing that the relationship offinancial literacy is also related to future financial planning, people with a specificfinancial plan are more likely to learn about financial investments.

Next, the research team through focused interview results to adjust and supplementthe proposed research model Specifically, based on the survey results, the groupdecided to add 3 more factors including: (1)income , (2) level of excitement

Since then, the research team has come up with a proposed model on therelationship of factors with the impact on the level of learning about financialinvestment, which is shown through the following model:

1.4.1 Gender

Through research papers, they point out the importance of gender for the understanding of financial investment, when they say that men have a better understanding than women like Koenen & Lusardi (2011) or In research papers such as Chen & Volpe (2002), Eitel & Martin (2009) and Goldsmith (2006),… also cannot deny the view that: male students are more financially savvy than female students.

Hypothesis H1: Male gender has a positive (+) effect on the level of learning about

financial investment.

1.4.2 School Year

Education level in universities in HCMC can also affect understanding offinancial investment, for example, 3rd and 4th year students will have betterfinancial awareness than 1 year students

Hypothesis H2: The higher school year has a positive (+) effect on the

level of learning about financial investment.

1.4.3 Major

One of the factors that influence students' understanding is the major theystudy There have been many research papers such as (Alessie et al., 2008; Robb &Sharpe, 2009; Almenberg and Säve-Söderbergh, 2011; Fatoki, 2014; Ning Tangaand Paula C Peter, 2015; Chen & Volpe, 1998) ; Beal & Delpachitra, 2003) provedthat students majoring in economics will have a better understanding of financialinvestment than students of other majors: engineering, pedagogy, medicine, etc

Hypothesis H3: Majors belonging to the group of economic sectors has a

(+) impact on the level of learning about financial investment.

1.4.4 The level of interest

Should the level of interest be an important factor in financial investment? This argument has been rigorously argued (Johan Sulaeman, 2008) in the research paper If

a financial investor ignores their passion for making money and making profits for

themselves, will they learn the details and approach happily? Specifically, if aninterested student has a passion for financial investment then they will learn veryearly about this field Students will actively learn in an overview, learn with apositive attitude, interested in the fields of financial investment.

Hypothesis H4: The level of interest in financial investment has a positive effect

(+) on the level of learning about financial investment.

1.4.5 GPA

In the research paper (Jariah et al., 2004), the relationship between students'education level and understanding of financial investment has been outlined in ageneral and rigorous way, showing that Students with higher GPA scores havebetter financial literacy Through research, they also show that students with highGPA are more likely to learn financial knowledge from friends than students withlow scores Furthermore, the education level at universities in HCM city can alsoaffect the understanding of financial investment, for example, 3rd and 4th yearstudents will have financial awareness better than the 1st year 2nd year students

Hypothesis H5: GPA has a positive effect (+) on the level of learning

about financial investment.

1.4.6 Income

(Leach et al., 1999) also stated that income is also one of the influences onfinancial literacy, paying more attention to family income, more specifically fromparents of students (Jarial et al., 2004) have highlighted this issue Students fromrich families, families with tens of billions of income will be different from well-offfamilies, whose parents work with a salary of several million and will also be verydifferent from poor families has just worked part-time, the family struggles withexpenses to work with meager wages even with a lot of debt For students with highincome, it is proportional to their knowledge and high level of financial investmentthrough the research articles of Sekar.M and Gowri M, 2015 Monticone, 2010;Hastings and Mitchell, 2011; Ani Caroline Grigion Potrich et al…

Hypothesis H6: Income or allowance has a positive (+) effect on the level of

learning about financial investment.

1.4.7 Future Financial Plan

Future financial planning is a measure of the extent to which studentsthemselves will focus on their future instead of just living nostalgic about the past orthe plans at the time they lived In psychology, it is called FTP or in other wordsfuture-oriented While many economic literature defines it as a person's level ofpatience, time preference or planning time If a student knows how to orient himself

in the future, he will have a high chance of understanding financial investment Theywill know how to chart their own path in the next few years, the level of theirspending, income and expansion of their financial investment A few foreignresearch papers have demonstrated the correlation between future orientation andsaving For example, Hershey & Mowen, 2000; Bernheim, Skinner & Weinberg,1997; Burtless, 1999 These studies have convincingly revealed to everyone thatfuture orientation can influence saving behavior, in particular, that it is one of thefactors influencing saving financial investment of students in general

Hypothesis H7: Developing a financial plan for the future has a positive

(+) effect on the level of learning about financial investment.

1.4.8 Thrift

Many economists have also argued that thrift is also one of the factorsaffecting students' own financial investment behavior (Thaler & Sunstein, 2003;Banartzi & Thaler, 2007) Research shows that if students do not have a long-term savings plan, most of them will not learn about financial investment,because if they only use their income for personal expenses, spend all If that part

of the income is for living enough for the present, they will not learn aboutinvestment-related issues to enrich their income

Hypothesis H8: Thrift has a positive (+) effect on the level of learning about financial investment.

CHAPTER 2: THE METHODOLOGY

Chapter 2 presents the research methods and processes that will becarried out, through which to build, develop and adjust the scale, test thesuitability of the model and the proposed hypotheses compared with reality inwhich the research was carried out, and at the same time presenting themethod of processing the collected data

2.1 Research procedure design

The research procedure is designed as follows:

+ Define research problem

+ Define research goals

+ Building a theoretical basis

+ Qualitative preliminary research

+ Quantitative research +Analysis of research results

+ Discussing research results

+ Conclusion of research results

+ Recommendations

2.2 Preliminary research

2.2.1 Qualitative preliminary research

Through research papers conducted domestically and internationally, our group has selected the original scales of concepts included in the proposed research model However, in order to be suitable for the audience and the context of being students in

Ho Chi Minh City, the group has conducted a preliminary qualitative study to detect, adjust, exclude and supplement the scale of factors affecting to the financial investment research of students in Ho Chi Minh City in the most appropriate way.

And based on the results obtained, the research team has synthesized andgiven the official model.

2.2.1.1 Implementation method

The research team conducted a focus group interview with 5 students (theoutline of the focus group interview is presented in Appendix 1) Focusedinterviews to learn about attitudes, behaviors, and concepts to reflect thecharacteristics of the observed sample After the students give their opinions,the research team will synthesize and adjust to form a preliminary scale

The above preliminary scale will be randomly interviewed on 10 studentsfrom universities in Ho Chi Minh City to check the reliability and scale Based onthe obtained results, the research team synthesizes and develops a formalscale for quantitative research

2.2.1.2 Qualitative preliminary research results

Each observed variable corresponding to each factor affecting the level offinancial investment learning of students in Ho Chi Minh City was agreed by thestudents participating in the interview In addition, the students proposed to editthe statements for brevity, conciseness and scale order to suit the survey.Based on the results of qualitative preliminary research through focus groupinterviews, the scales of factors affecting the financial investment understanding

of students in Ho Chi Minh City were adjusted and completed and developed,

on which the group conducts preliminary quantitative research

2.2.2 Scale of concepts in the research model

2.2.2.1 Gender scale

Table 2.1 Gender scale

I think men tend to like taking risks, so they are often SE1

interested in financial investments

I think women are less interested in financial investment SE2

I think men are more interested in financial investment SE3

than women

2.2.2.2 School year scale

Table 2.2 Scale of the school year

I find I learned more things in my senior year SY1

I find it easier to access knowledge in my senior year SY2

I find I have more passion for learning in my senior year SY3

2.2.2.3 Majors scale

Table 2.3 Scale of majors

I find it easy for my major to access financial investment MJ1

knowledge

My major has many subjects related to financial MJ2

investment

I see my major has many job opportunities in this field MJ3

2.2.2.4 Scale of interest in financial investment

Table 2.4 Level of interest scale

I am very interested in subjects related to financial LI1investment

I am very interested in the stories of successful financial LI2investors

I am very interested when my friends and teachers LI3discuss the topic of financial investment

2.2.2.5 GPA scale

Table 2.5 GPA Scale

My grades are good in class GPA1

My academic results are up to my expectations GPA2

I am satisfied with my academic results GPA3

2.2.2.6 Income scale

Table 2.6 Income Scale

I am less dependent on family support IN1

I live quite comfortably with my total income IN3

2.2.2.7 Future finance scale

Table 2.7 Future finance scale

I have built myself a perfect financial investment plan in PL1the future

I am still planning my financial investment every day PL2

I am satisfied with my financial investment plan PL3

2.2.2.8 Scale of thrift

Table 2.8 Thrift Scale

Preliminary scale Encode

I think thrift at the right time in the right place is a good SA1

virtue

I usually think carefully when spending money, SA2

especially big expenses

I often consider many times when I have to spend a SA3

considerable amount of money

2.2.2.9 Scale of learning about financial investment

Table 2.9 Scale of learning about financial investment

Preliminary scale Encode

I often learn about financial investment through subjects, LL1books, the internet and others

I spend a considerable amount of time learning about LL2financial investments to think and make decisions for

myself

I often discuss with my friends and other interested LL3people about financial investment

Research hypotheses:

Hypothesis H1: Male gender has a positive (+) effect on the level of learning

about financial investment

Hypothesis H2: The higher school year has a positive (+) effect on the

level of learning about financial investment

Hypothesis H3: Majors belonging to the group of economic sectors has a

(+) impact on the level of learning about financial investment

Hypothesis H4: The level of interest in financial investment has a positive

effect (+) on the level of learning about financial investment

Hypothesis H5: GPA has a positive effect (+) on the level of learning about

financial investment

Hypothesis H6: Income or allowance has a positive (+) effect on the level

of learning about financial investment

Hypothesis H7: Developing a financial plan for the future has a positive

(+) effect on the level of learning about financial investment

Hypothesis H8: Thrift has a positive (+) effect on the level of learning about

financial investment

2.3 Quantitative research :

Formal quantitative research is carried out through survey questionnairesbased on the results of the qualitative research step

2.3.1 Choose a research sample

According to research by Pham Duc Ky (2005), the number of samples must

be at least 5 times the number of observed variables Research by Hair et al (2006)suggests that the minimum sample size is 50, preferably 100, at least 5 samples areneeded per observed variable, the best observation ratio is 10:1 or more per onevariable measurement variable According to Tabachnick and Fidell (2007) the

sample size must ensure:

n ≥ 8p + 50Where, n: sample size; p: number of observed variables

In the study, sample size was used: n = 360 The survey sample was selected by random sampling method

2.3.2 Data collection methods

- Data collected: By surveying students of different majors from

universities in Ho Chi Minh City

- Survey object: Students who have learned about financial investment

- Survey form: Survey through distribution of questionnaires

2.3.3 Data Analysis Methods

Multivariate regression analysis, testing the model's hypotheses:

- Check the suitability of the multivariate regression model through theadjusted coefficient of determination (R²): The higher this coefficient, the greater theaccuracy of the model, and at the same time the explanatory ability of the independentvariable and the dependent variable is more accurate

- Hypothesis of linear relationship of residual values: After collectingvariables with close linear correlation, it is possible to model this causal relationship

by linear regression Assuming the linear relationship is satisfied, the residuals must

be randomly dispersed in a circle around the zero horizontal line (Hoang Trong & ChuNguyen Mong Ngoc, 2008)

- Hypothesis that the residual values have normal distribution: Test based onNormal P-P plot and Histogram histogram With the Normal P-P plot, the residuals arenormally distributed if the percentiles in the distribution of the residuals converge on adiagonal With histogram, the normal distribution curve is superimposed on the bell-shaped histogram, which is consistent with the graph of the normal distribution (HoangTrong & Chu Nguyen Mong Ngoc, 2008)

- Hypothesis that the independent variables are not completely correlated witheach other: Test the hypothesis of multicollinearity through the variance exaggeration

& Co Chu Nguyen Mong Ngoc, 2005) If VIF < 10, the acceptability of Tolerancevariable is ≥ 0.5, then there is no multicollinearity phenomenon (Le Quang Hung,

2016)

- Test the influence of the independent variable on the dependent variable through the Beta coefficient (Standardized Beta Coefficent), the larger the Beta coefficient of any factor, the more influence that factor has on the research model.

- To check the phenomenon of autocorrelation between the residuals, theresearch team used the Durbin-Waston test method If 1<d<3 then noautocorrelation occurs, if 0<d<1 positive autocorrelation occurs, if 3<d<4 thenconclude the autocorrelation model is negative

2.3.4 Data processing methods

Using SPSS software version 20.0 to make descriptive statistics of thesample, calculate the average to create a representative variable for eachfactor and conduct multivariate regression analysis

CHAPTER 2 SUMMARY

Chapter 2 presents research methods with main contents: researchprocess design, qualitative preliminary research, quantitative research Inwhich, the research team uses the method of hand-to-hand discussion todevelop and adjust the appropriate scale Qualitative research results are thebasis for quantitative research with 9 factors: Gender, school year, majors,GPA, level of interest, income, future plans, thriftiness and level of learningabout financial investment with 27 observed variables Quantitative researchincludes: sampling methods, data collection methods, data analysis andprocessing methods The research sample of the research team is 360samples with the condition that the selected sample is students who havelearned about financial investment and collected data through online surveymethods and using SPSS software for analysis and processing data handling.The results of this process are presented in detail in Chapter 3

CHAPTER 3: RESEARCH RESULTS

This study was conducted with a sample size of 360 students from differentuniversities in Ho Chi Minh City and had learned about financial investmentthrough the form of a survey using a Google Forms questionnaire At the end ofthe survey, the research team checked and eliminated if the questionnaires didnot pass, the results obtained 360 complete tables Thus, the number of valid andappropriate survey questionnaires included in the analysis is 360 votes After datacollection, the data will be analyzed using SPSS software Analytical results arepresented in Chapter 4, including: description of the research sample, averaging

to create representative variables and regression analysis Results:

3.1 Introduction of research sample

Gender: The results showed that the proportion of males accounted for

64.4% (232 subjects) and the proportion of females accounted for 35.6% (128subjects) From this result, we see that the number of men who have learnedabout financial investment is higher than the number of women

School year: Third-year students accounted for the highest proportion with

146 subjects (accounting for 40.6%) Fourth-year students and second-year students accounted for 108 subjects (accounting for 30%) and 92 subjects (25.6%) These may be groups of students who have approached or studied through subjects related to financial investment As for first-year students, this knowledge is still quite new, so the percentage of first-year students is only 3.8%, equivalent to 14 students.

Majors: There are 189 students who are students of economic majors,

accounting for 52.5% The group "engineering" accounted for 15.6% with 56subjects The groups of “Medicine and Pharmacy”, “Society” and “Agriculture”have the ratio of 12.5% with 45 subjects, 8.3% with 30 subjects and 4.7% with

17 subjects, respectively The rate is 6.4% with 23 subjects in the "Other"industry group

Income or allowance: Among 360 surveyed subjects, 115 have income or

allowance below 3 million (accounting for 31.9%), 152 people have income orallowance from 3 million to 5 million (accounting for 31.9 percent) accounting for42.2%) and 93 people with income or allowance over 5 million (accounting for

25.9%)