HRMARS - The decline in Malaysian students’ mathematical literacy scores and their weaknesses in managing financial-related matters are increasingly concerning. Therefore, this study aims to (i) determine differences in the level of financial literacy among mathematics teachers and students’ ability to make financial decisions based on school location, and (ii) examine the relationship between these two variables. This study employed a quantitative survey design involving 265 primary school mathematics teachers serving in the Pontian District, Johor, selected through stratified random sampling. Data were collected through questionnaire administration and analysed inferentially using Statistical Package for the Social Sciences (SPSS) version 27. The findings indicate a significant, positive, and moderate relationship between mathematics teachers’ perceived financial literacy and students’ ability to make financial decisions,with r(265) = .467, as well as significant differences in both variables based on school location. The implications of this study highlight the need to develop comprehensive financial literacy teaching modules and to allocate learning resources and technological access to schools according to their location. Future research is recommended to employ a longitudinal design to examine changes in mathematics teachers’ perceptions and students’ performance or ability in making financial decisions over time. In conclusion, this study fills a research gap by confirming the relationship between the two variables in the Malaysian context and contributes to the field of primary mathematics education by examining financial literacy.
Xiang et al. (2026) studied this question.