Adoption and use of SMS/Mobile banking services in Zimbabwe: an exploratory study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The study sought to investigate the benefits of SMS banking and the challenges faced by banks with the view of adopting this technology as an alternative delivery channel. The exploratory research design was used for the study. A sample of fifteen commercial banks was chosen including those that offered the service and those that are yet to adopt SMS banking. The main respondents were banks’ marketing staff, electronic banking personnel who provided most of the information on the SMS banking services offered, level of adoption, volume of transactions and the security of the application. Data was gathered over a period of a month using a questionnaire as well as follow up interviews. Data was presented in the form of tables and graphs while descriptive statistics were computed and used in the interpretation of the findings. The findings showed that although SMS banking was first launched in 2004, the service was still in its infancy. Evidence showed that accessibility and affordability were the major drivers to the adoption of SMS banking. The research confirmed the assertion that the appeal is more about accessibility and affordability in developing countries. This has been exacerbated by the lack of regulation for electronic banking in Zimbabwe. The study recommended an increased awareness campaign by banks and development of policy and regulation for electronic banking in Zimbabwe.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 it