Cash or Card: Consumer Perceptions of Payment Modes - Scholarly ...

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large sample sizes, small deviations from a normal distribution do not affect the results of a t- test or ANOVA. 7.2.2: Data Entry and Management Data coding, cleansing and entry procedures are described in Chapter Four (Section 4.6.1). The coded items were entered into three spread sheets – representing each payment mode category. The independent variables comprised – demographic (age, education and ethnicity); the total number of items, total value, and the thirteen product categories, discounted items and manufacturer or distributor brand – a total of 21 variables. 7.3: Sample Profile Participants’ age, education and ethnicity are relatively even across the payment modes. Education and ethnicity (tertiary and NZ European) have a strong association with the debit card payment mode choice (see Table 7.2). When given free choice (control group) the number of cash users is low with no NZ Europeans electing to use cash. The use of cash is most popular amongst tertiary educated Asian and Pacific Islanders. Credit card users are evenly distributed across the age groups with education being a key factor in credit card choice. Overall, when given choice, participants elect to use a card based payment mode, primarily a credit card. 119 Table 7.2: Participant Profile by Payment Mode N=181 Cash (52) Debit Card (66) Control (63) Cash (5) Credit (40) Debit (18) Age 25 to 35 yrs 98 28 54% 33 50% 2 40% 21 52% 14 78% 36 to 45 yrs 83 24 46% 33 50% 3 60% 19 48% 04 22% Education Secondary 45 27 51% 15 22% 0 0% 2 5% 1 6% Tertiary 136 25 49% 51 78% 5 100% 38 95% 17 94% Ethnicity NZ European 80 18 35% 36 55% 0 0% 17 43% 9 50% Asian 66 17 32.5% 18 27% 3 60% 20 50% 8 44% Pacific Islander 35 17 32.5% 12 18% 2 40% 3 7% 1 6%
Since the use of cash and debit card was allocated by the research, it is not sensible to draw conclusions about demographic factors for the test groups other than report profiles. The control group choices however provides some insights. The literature shows that income and education correlate with credit card ownership use (Klee 2004; Lee and Kwon 2002). This pattern appears to be reflected in the present study. Though ethnicity appears to be a factor in the instance of the Pacific Islander group, this group sits in the low income category in New Zealand so that it may not be the ethnicity factor, but income and thus access to credit. Previous research found debit card use to be affected by age and education and gender (Prendergast, 1993; Borzekowski et al.2006; Jonker 2005; Loix, Pepermans and Van Hove 2005; Foscht, Maloles 3rd, Swoboda and Chia, 2010). The gender element served as a sample criterion for this study and age does seem to be a factor. The study by Prendergast in 1993 is a New Zealand study and he reports that debit card users are younger – given the seventeen year gap between his and the present study, one could expect that the age factor would not be significant given the age range of the sample. However the difference is substantial with the older age group using more cash and interestingly, education seems to be a strong indicator of cash use- but it is also directed by ethnicity, with the tertiary Asian and Pacific Islander driving the cash use in the control group. However the small number of participants in the control group precludes generalisation and compromises confidence in the results. 7.4: Results Three set of results are presented. The first set is an analysis of the control group, inter payment mode comparison and comparisons with the two test groups- the cash and the debit card payment modes. The second set of analysis is examining the variation in purchase behaviour across the two test groups. The final set is an analysis of the payment mode perceptions and their relationship with payment mode choice. 120
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Cash or Card: Consumer Perceptions
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Chapter Four: Research Design and M
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List of Figures Figure 6.1 Sree Plo
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List of Tables Table 6.1. Explorato
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Acknowledgement The research idea i
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Abstract This study examines the co
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the payment mode selected impacts o
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Identifying the exact origin of anc
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1.5: Study Locus and Context The av
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compare participants normal or pref
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Chapter 2 provides a critical revie
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2.2: The Emergence of the Money Con
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commodity (bullion) and issued the
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2.5: Payment Mode and Purchase Beha
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and Belmont (1996) found that resta
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Households’ Spending’ run by th
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students (n=37) were also asked to
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enefit of consumption and the assoc
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associated with the purchase of ple
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A number of explanations for how pa
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2.6.5: Summary As this review of th
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Questions one and two are based on
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and label" events and occurrences,
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Thaler (1998) asserts that mental a
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If this is so then it is the transp
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The Chapter contends that the payme
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In this chapter, the methodology fo
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solid data, the issue of generalisa
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the experience. To do this requires
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as participants managed to link the
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4.4.2: Participant Selection There
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were initially examined via a test-
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set, in addition to the payment mod
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There are two major validity threat
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The Chapter commences by describing
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of all three projective tests. A fu
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However the negative thoughts diffe
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cold. It seems that money in the de
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thought the shoe (that was linked t
Page 79 and 80: Exhibit 5.6: Summary of findings $2
Page 81 and 82: denominations ($5, $10). On the oth
Page 83 and 84: Emotions (see Exhibit 5.7g) The mos
Page 85 and 86: � It is just when I can hear coin
Page 87 and 88: � I don’t feel that when I see
Page 89 and 90: Exhibit 5.7 (c) LIQUIDITY � if I
Page 91 and 92: Exhibit 5.8. Quotes for PMP Scale.
Page 93 and 94: 82 Using cash to pay for purchases
Page 95 and 96: 84 Using a debit card to pay for tr
Page 97 and 98: ` 86 If I had a $20 note in my wall
Page 99 and 100: 88 Chapter Six Development and Vali
Page 101 and 102: latent variable determines the obse
Page 103 and 104: oot (sqrt) was applied to normalize
Page 105 and 106: Exploratory Factor Analysis reveale
Page 107 and 108: 96 Table 6.2: Inter-Item and Item-t
Page 109 and 110: 98 Exhibit 6.5: 49 Item Scale in Pr
Page 111 and 112: 6.4.2: Pre-Test Two - Internal Cons
Page 113 and 114: The 45 items were examined to facto
Page 115 and 116: 6.4.4: Pre Test Two - Final Factor
Page 117 and 118: 6.4.6: Assessing Construct Validity
Page 119 and 120: used to measure individual construc
Page 121 and 122: 110 Exhibit 6.9: Pre-Test Items Rem
Page 123 and 124: Table 6.14: Summary of Final Result
Page 125 and 126: All dimensions (Table 6.16) show AV
Page 127 and 128: 7.1: Chapter Overview 116 Chapter S
Page 129: Four product categories of househol
Page 133 and 134: 7.4.1.2: Control Group-Test Groups
Page 135 and 136: 7.4.2: Proposition Two Evaluation T
Page 137 and 138: 126 Table 7.8: Indulgence Food Prod
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Page 141 and 142: 130 Table 7.12: Comparisons of Fact
Page 143 and 144: Proposition Two that- where consume
Page 145 and 146: Table 7.13: Mean Item Score: Field
Page 147 and 148: Research Question One: Do the cogni
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Page 153 and 154: 8.4: Methodological Contribution Th
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Page 157 and 158: it may be prudent for governments,
Page 159 and 160: Bechara, A., & Damasio, A. (2005).
Page 161 and 162: Carruthers, B., & Babb, S. (1996).
Page 163 and 164: Dohrenwend, B. P., Itzhak Levav, P.
Page 165 and 166: Garcia-Swartz, D., Hahn, W. R., & L
Page 167 and 168: Hair, J. F., Black, W. C., Babin, B
Page 169 and 170: Kassarjian, H. H. (1977). Content a
Page 171 and 172: Loix, E. Pepermans, R. Van Hove, L.
Page 173 and 174: Nielsen Research (2011, August) Nie
Page 175 and 176: Reimann & Bechara (2009) The somati
Page 177 and 178: Singh (2004) Impersonalisation of e
Page 179 and 180: Trent, J. & Smalley, G. (1992) The
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Zelizer, V. (1994). The social mean
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its usage. This in turn points out
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Adam Smith proposed that money is s
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During the 1950s, researchers began
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use of borrowed money. The introduc
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Appendix 2: Projective Tasks- Workb
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TASK THREE For this activity you wi
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TASK SIX Shopping experience using
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Activity Two Tick five traits/chara
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Appendix 3: Moderator Guide When pa
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important. Individual opinions and
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192 Write few sentences describing
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Appendix 5: Projective Tests- Theme
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Appendix 7: Projective Tool (Debit
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