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40, No. 2, 2010, pages 78-94  \nThe Impact of Enquiry-Based Learning on Academic Performance and Student Engagement  \nAlastair Summerlee and Jacqueline Murray University of Guelph  \nABSTRACT  \nPreviously, we reported qualitative findings showing that students who experienced a problem-or enquiry-based course (EBL) in a first-year seminar program had greater confidence in their academic abilities, were more engaged, and were better prepared for upper-year courses. In the current paper, we provide quantitative data to substantiate the students’ qualitative conclusions.  \nWe present results to show that these students do perform at a significantly higher level compared with members of the control group who did not experience an EBL course. Using survey data, we show that the EBL students shift the way they access information compared with peers: they preferentially use more sophisticated resources for research. At the same time, students report greater engagement in the community, and student engagement is known to contribute to increased academic performance.  \nRÉSUMÉ  \nDans un article précédent, nous avons rapporté les résultats de nos analyses qualitatives, qui démontraient que les étudiants inscrits dans un programme de première année utilisant une méthode d’apprentissage par explication ou par l’action (enquiry-based learning ou EBL) avaient une plus grande confianceen leurs capacités scolaires, étaient plus engagés socialement et se sentaient mieux préparés pour les cours de niveau supérieur. Dans l’article qui suit, nous présentons des données quantitatives pour justifier les conclusions subjectives des étudiants. Nos données démontrent une performance nettement plus élevée de ces étudiants que ceux du groupe témoin, qui n’employaient pas laméthode d’apprentissage par l’action. Grâce aux données recueillies à même le sondage, nous démontrons que les étudiants du groupe dont l’apprentissage  \nCJHE / RCES Volume 40, No. 2, 2010  \nEngagement, Performance and Enquiry-based Learning / A. Summerlee & J. Murray 79  \nétait basé sur l’action modifient la façon dont ils acquièrent l’information, contrairement aux étudiants du groupe contrôle. En effet, les étudiants du premier groupe préfèrent recourir à des ressources plus sophistiquées pour leurs recherches. Ils rapportent aussi une plus grande participation dans la collectivité, une activité qui contribue à améliorer la performance académique. Enfin, les auteurs suggèrent que l’expression « apprentissage par l’action » est plus appropriée pour décrire cette méthode d’apprentissage .  \nINTRODUCTION  \nThere are strong imperatives to change the undergraduate experience in universities. The advent of the Internet, which has made information ubiquitously available, ought to change our approaches to teaching and learning. There is a body of evidence that demonstrates that students’ active engagement in their postsecondary institution is one of the key drivers for academic success (Kuh, 2003) . At the same time, the learning styles and attitudes of so-called millennial students are different from those of previous generations. To remain effective, universities need to accelerate their pace of evolution to accommodate to these changes.  \nIn 2007, we reported that introducing problem-based learning in a first-year seminar course at the University of Guelph significantly affected the learning behaviours of students, excited in them greater motivation to succeed, and led to enhanced reasoning and processing skills that were both transferable and persistent throughout the students’ undergraduate experience (Murray & Summerlee, 2007) . The changes we documented in that paper were self-reported observations by students and based on qualitative observation.  \nThe purpose of the present paper is to provide quantitative evidence for the persistent effects of problem-based learning, when offered as an elective","cbCaiiar7CoVqltI","https://ap.wps.com/l/cbCaiiar7CoVqltI","pdf",139585,17,"English","# Abstract\n# Introduction\n## Purpose and study design\n## Engagement and learning links\n## Definition of the problem-based experience","[{\"question\":\"How does enquiry-based learning affect students’ academic performance compared with a control group?\",\"answer\":\"EBL students demonstrate significantly higher performance than members of the control group who did not experience an EBL course.\"},{\"question\":\"What changes do EBL students report about how they access information for research?\",\"answer\":\"Survey data show that EBL students preferentially use more sophisticated resources for research compared with peers.\"},{\"question\":\"Why is student engagement considered important in the paper’s argument?\",\"answer\":\"The paper links student engagement to increased academic performance and explores how community engagement may rise when learning is problem-based.\"}]","The Impact of Enquiry-Based Learning on Academic Performance and Student Engagement | PDF",1792085079,43]