Does financial literacy enhance banking transactions among rural people with access to bank accounts? Insights from a field experiment in Ghana
Bibliographic record
Abstract
Bank account usage is a fundamental indicator of financial inclusion. Across sub-Saharan Africa, various stakeholders actively work to improve access to banking. This study uses motivation, opportunity and ability theory, with self-efficacy as a boundary condition, to theorize the relationship between financial literacy and usage of a mobile-based, zero-cost bank account. In a field experiment with young adults in rural Ghana – a typical population for such interventions – multi-wave data from 142 individuals show that neither financial literacy nor its interaction with self-efficacy improves bank account usage. Follow-up surveys and interviews reveal other motivation- and ability-enhancing factors (i.e. income, and the need for bank accounts) that condition the causal relationship tested in the study. The study’s findings clarify the boundaries of the existing literature on the link between financial literacy and financial inclusion, while offering policymakers valuable insights into the conditions necessary for financial inclusion interventions to achieve the desired outcomes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.008 | 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; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
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".