AN ESSENTIAL REVIEW OF INTERNET BANKING SERVICES IN DEVELOPING COUNTRIES
Bibliographic record
Abstract
In the absence of a literature review for an adoption of internet banking in developing countries, this study was conducted to review and summarize the most evaluated articles in the literature. The significance of this work came from three concepts which are to highlight the concepts of research in developing countries, to accentuate the dominant models which have been used effectively in analyzing the constructs in adopting internet banking, and thirdly, to shed some light on the gaps in the potential applications for the system in the future. The Technology Acceptance Model, Theory of Reasoned Action, Theory of Planned Behaviour, Unified Theory of Acceptance and Use of Technology and Self Designed models have been used by most of the researchers in this review with a higher frequency of the Technology Acceptance Model among them. The results from this review are limited to 28 articles which were selected from a total of 110. The sources were from the search engines of Science Direct, Emerald Insight, Growing Science, International Business Information Management Association and Canadian Central of Science and Education and other different types of journal publications. The factors revealed to have important effects on the acceptance and adoption of the system were trust, perceived ease of use, and perceived usefulness, security and privacy and social influences.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".