In the field of education, both reward and inquiry-based learning are common approaches. The quasi-experimental research design was used, which is a non-randomized pretest-posttest method. The aim of this study was to rationalise the use of incentive-based learning in conjunction with inquiry-based learning methods, as well as to evaluate their combined impact on students' overall academic performance. The participants in the study are 52 senior four students from the Muhanga district's College of Saint Jean Nyarusange. The students were divided into two groups: control (Z) and experimental (W). The two groups were taught the same subject from the chemistry curriculum using different teaching and motivational methods, and then a paper-based test was given to assess overall performance. The control group was taught using the stand and deliver process, while the experimental group was taught using IBA in conjunction with IBLA. In addition, the experimental group's acquisition of interactive behaviour was monitored. Descriptive statistics revealed that learners who received IBA in combination with IBLA performed better, as shown by mean differences between pretest and posttest means of 58.75000 and 74.10985, respectively, and standard deviations of 6.95018 and 9.29708. In the control group, however, there was no substantial difference in means and standard deviations between the pretest and posttest. Researchers advocate using IBA and IBLA as successful combinatorial techniques to increase learners' academic performance as well as promote interactive behaviour acquisition within an academic setting because learners in the experimental group outperformed those in the control group.
Please see the link :- https://www.ikprress.org/index.php/JOGRESS/article/view/5653
