Despite the strong evidence that many consumers relish their experience with mobile banking, others indicate that some segments may not be comfortable with these emerging digitized platforms due to certain inherent personal traits. Drawing insights from the socio-psychology and innovation/SSTs adoption literature, this paper tested a structural model with inherent innovativeness as an antecedent variable, and consumers' attitude to M-banking, as a mediator to their future usage intention. The moderating effect of consumer readiness on the hypothesized relationship between consumers' attitudes and intention to use mobile banking was also examined. The model was tested on survey data from 720 respondents from the United Kingdom (UK). Findings show that inherent innovativeness significantly explain attitudes to mobile banking. There was, however, mixed outcomes concerning the effects of three dimensions of consumer readiness on the link between attitudes and intention to use mobile banking. The results show that only ability exert a positive and a significant effect on the examined relationship. The effects of motivation and role clarity seemed insignificant. The findings from this paper can help retail bank managers improve their channel and promotional decisions in order to enhance the service experience of relevant segments

Purpose – The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay) is used productively. Although the student’s approach to learning and the teacher’s approach to teaching are concepts that have been widely researched, few studies have explored how the type of assessment (true or false, multiple-choice, calculation or essay questions) and stress would manifest themselves or influence the students’ learning outcome to fulfill Bloom’s taxonomy. Multiple-choice questions have been used for efficient assessment; however, this method has been criticized for encouraging surface learning. And also some students complain of excelling in essay questions and failing in multiple-choice questions. A concern has arisen that changes may be necessary in the type of assessment that is perceived to fulfill Bloom’s taxonomy. Design/methodology/approach – Students’ learning outcomes were measured using true or false, multiple-choice, calculations or essay questions to fulfill Bloom’s taxonomy and the students’ reaction to the test questionnaire. To assess the influence of the type of assessment and the stress level factors of interest, MANOVA was used to identify whether any differences exist and to assess the extent to which these differences are significantly different, both individually and collectively. Second, to assess if the feedback information given to respondents after the mid-semester assessment was effective, the one-way ANOVA procedure was used to test the equality of means and the differences in means of the mid-semester assessment scores and the final assessment scores. Findings – Results revealed that the type of questions (true or false, multiple-choice, calculations or essay) will not significantly affect the learning outcome for each subgroup. The ANOVA results, comparing the mid-semester and final assessments, indicated that there is sufficient evidence means are not equal. Thus, the feedback given to respondents after the mid-semester assessment had a positive impact on the final assessment to actively improve student learning. Research limitations/implications – This study is restricted to students in a particular university in Ghana, and may not necessarily be applicable universally. Practical implications – The practical implications of this research is that assessments for learning, and the importance of assessment impact not only on students, but also on teachers and the literature. Originality/value – This study contributes to the literature by examining how the combination of the type of assessment (true or false, multiple-choice, calculation or essay) and stress contributes to the learning outcome.

This study utilized the empirical mode decomposition (EMD) technique and examined which group of investors based on their trading frequencies influence stock prices in Ghana. We applied this technique to a dataset of daily closing prices of GSE Financial Stock Index for the period 04/01/2011 to 28/08/2015. The daily closing prices were decomposed into six intrinsic mode functions (IMFs) and a residue. We used the hierarchical clustering method to reconstruct the IMFs into high frequency, low frequency, and trend components. Using statistical measures such as Pearson product moment correlation coefficient and the Kendall rank correlation, we found that the low frequency and trend components of stock prices are the main drivers of the GSE stock index. These low-frequency traders are the institutional investors. Therefore, stock prices on the GSE are affected by real economic growth but not short-lived market fluctuations.