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Thesis Topic Ideas: Financial Literacy & Saving Habits Among Grade 9-10 Students
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✓ Why This Topic Works (Student & Parent Reassurance)
Why this topic works for Grade 8-10: Connects directly with CDC Grade 9/10 Economics and Social Studies curriculum, using simple financial surveys among school peers.
1. Introduction & Problem Statement
Overview: A practical school business and economics survey assessing pocket-money management, savings awareness, and digital piggy-bank understanding among SEE-level students.
Background Context (Nepal): Building early financial literacy empowers students to manage personal savings, understand basic budgeting, and avoid impulsive spending. Assessing saving habits among Grade 9-10 students provides baseline economic insights.
2. Research Objectives
- ›Survey 70 Grade 9-10 students regarding monthly pocket money received, spending choices, and saving frequency
- ›Measure basic financial knowledge (understanding interest, bank piggy accounts, inflation)
- ›Compare saving habits between students with formal piggy-banks/bank accounts vs cash keepers
- ›Identify main expenditure categories (canteen food, mobile recharge, gaming/entertainment)
- ›Present a youth financial literacy budget poster
3. Proposed Methodology
- Draft a 10-question financial literacy questionnaire with guidance from Social Studies teacher
- Administer survey to 70 students across Grades 9 and 10 in student's school
- Calculate percentage of students saving regularly and average monthly savings amount
- Analyze spending distributions using pie charts and frequency tables
- Prepare a student budgeting guide for school assembly presentation
$ Worked Example / Sample Scenario
Sample Scenario: Surveying 70 students reveals that 62% receive regular pocket money, but only 24% save a portion systematically in a bank or piggy box, with canteen snacks accounting for 58% of expenses.
4. Thesis Chapter-by-Chapter Outline
Chapter 1: Introduction & PurposeTU/KU/NEB standard
Importance of financial literacy in youth, CDC curriculum alignment, and project goals
Chapter 2: Basic Economic ConceptsTU/KU/NEB standard
Savings, budgeting, interest rates, and central bank financial inclusion goals
Chapter 3: Survey MethodologyTU/KU/NEB standard
70-student survey design, questionnaire structure, and data collection protocol
Chapter 4: Results & Pocket Money AnalysisTU/KU/NEB standard
Spending pie charts, regular saver percentage tables, and canteen expense graphs
Chapter 5: Action Plan & Youth Budget GuideTU/KU/NEB standard
Student budgeting rules and school savings campaign summary
5. Recommended Tools & Technologies
To implement the practical, technical, or analytical portions of this thesis topic, the following software tools, libraries, or APIs are recommended:
6. Core References & Academic Sources
- [1]CDC Nepal Grade 10 Social Studies & Economics Textbooks
- [2]Nepal Rastra Bank — Financial Literacy Framework Guidelines
- [3]OECD Youth Financial Education Handbook
7. Frequently Asked Questions (FAQs)
Q: Can this project be submitted for Grade 10 Economics practical marks?
Yes, it aligns directly with CDC Grade 10 Economics practical project guidelines.
Q: What is Nepal Rastra Bank's student savings program?
NRB promotes 'One Student, One Bank Account' campaigns encouraging zero-balance bank account opening for minors.
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