Financial Education, Behavioural Attributes and Financial Inclusion: A Case of Kazo Town Council.

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dc.contributor.authorKabiito Anold
dc.date.accessioned2026-07-09T07:53:00Z
dc.date.available2026-07-09T07:53:00Z
dc.date.issued2025-10-13
dc.descriptionThis is a master's thesis.
dc.description.abstractThis study investigated the relationship between financial education, behavioral attributes, and financial inclusion among households in Kazo Town Council, Kazo District, Uganda. The research was driven by the persistent gap in formal financial service usage in the area, despite government and institutional efforts aimed at promoting financial inclusion. The study aimed to examine the relationship between financial education and financial inclusion, assess the link between behavioral attributes and financial inclusion, and determine the combined effect of both financial education and behavioral attributes on the financial inclusion of households. A cross-sectional survey design was employed to gather quantitative data from a sample of 270 respondents, selected from a total population of 2,743 households using proportionate stratified random sampling. Data was collected using a self-administered questionnaire structured around the study’s three core variables. The study used SPSS version 26 for data entry and analysis, applying descriptive statistics, Pearson’s correlation, and multiple regression to examine relationships and predictive power among the variables. The results revealed a strong and statistically significant relationship between financial education and financial inclusion as well as a significant relationship between behavioral attributes and financial inclusion. Moreover, multiple regression analysis confirmed that both financial education and behavioral attributes were significant predictors of financial inclusion, with the combined model accounting for 36.6% of the variation in financial inclusion. Based on the findings, the study recommends integrating practical, locally relevant financial literacy content into outreach programs and using behaviorally-informed service design to increase user confidence. Additionally, policy efforts should consider reinforcing formal financial systems not only through education but also by addressing trust, usability, and emotional barriers that hinder engagement. This research offers meaningful insights for financial institutions, educators, and policymakers aiming to deepen financial inclusion in rural settings.
dc.description.sponsorshipDr. Isaac Nkote Nabeta (Makerere University Business School) & Mr. Okumu Moses (Makerere University Business School)
dc.identifier.citationKabiito, A. (2025) Financial Education, Behavioural Attributes and Financial Inclusion: A Case of Kazo Town Council. (unpublished master's dissertation). Makerere University Business School, Kampala, Uganda.
dc.identifier.urihttp://hdl.handle.net/20.500.12282/5748
dc.language.isoen
dc.publisherMakerere University Business School
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United Statesen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.titleFinancial Education, Behavioural Attributes and Financial Inclusion: A Case of Kazo Town Council.
dc.typeThesis
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