Abstract
In the generation of educational reform, we have always wondering what kind of important ability has been taught in the curriculum? Financial literacy is an essential life skill (OECD, 2017). No matter what kinds of occupation will a person have, he or she must know how to manage his or her asset. In this research, we explored that if students’ math motivation, math anxiety, and financial concept would change or not after they received the hybrid financial courses in 4 weeks. We used math motivation and math anxiety as grouping variables, then use k-mean clustering to separate students into two groups. Two-way mixed-design ANOVAs were conducted to test the mean differences and change of math motivation, math anxiety, and financial concept across time points between different groups. We found only the significant change of math anxiety from students after they received the financial courses, while math motivation and financial concept kept constant.