Student Perceptions of Engagement on a Team‐Based Biomedical Science Module in a UK Post‐92 University; Impact on Academic Performance.
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| Title: | Student Perceptions of Engagement on a Team‐Based Biomedical Science Module in a UK Post‐92 University; Impact on Academic Performance. |
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| Authors: | Fall, Lewis1 (AUTHOR) lewis.fall@southwales.ac.uk, Little, Harri1 (AUTHOR) |
| Source: | European Journal of Education. Jun2026, Vol. 61 Issue 2, p1-11. 11p. |
| Subject Terms: | *Student engagement, *Academic achievement, *Higher education, *Team learning approach in education, *STEM education, *Psychology of students, Social mobility, Medical sciences |
| Abstract: | The University of South Wales (USW), serving a student population with diverse academic backgrounds, including many from deprived areas and those returning to education, emphasises social mobility. Its Biomedical degrees incorporate a Level 5 (Year 2) module focusing on anatomy, physiology, and pharmacology, using a team‐ and case‐based learning approach grounded in real‐world scenarios. Teamwork, a crucial STEM skill, presents challenges in higher education, often linked to engagement issues like lack of participation and poor team dynamics. This study investigated the relationship between student perceptions of engagement and their attainment within the module. A five‐point Likert questionnaire, adapted from the Student Engagement in Schools Questionnaire (SESQ), was distributed to all 33 students who completed the 2023–2024 module. A 64% response rate was achieved. Responses were analysed statistically, and a focus group explored recurring themes. Results revealed 100% positive responses for affective engagement and behavioural engagement (effort and persistence). However, behavioural engagement (extra‐curricular) and cognitive engagement returned mixed results. A moderate positive correlation (r = 0.5) was found between final grades and participation in class activities. Thematic analysis indicated increased perceived participation, independence, and confidence throughout the module. While intrinsic motivation and effort were positive, cognitive engagement and extra‐curricular involvement require further attention. The correlation between effort, persistence, and grades underscores the importance of fostering a strong work ethic. These findings emphasise the need for a supportive learning environment that encourages active participation and builds a sense of community to enhance student engagement and academic success, offering valuable insights for improving teaching practices. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194136697 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Student Perceptions of Engagement on a Team‐Based Biomedical Science Module in a UK Post‐92 University; Impact on Academic Performance. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fall%2C+Lewis%22">Fall, Lewis</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lewis.fall@southwales.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Little%2C+Harri%22">Little, Harri</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Education%22">European Journal of Education</searchLink>. Jun2026, Vol. 61 Issue 2, p1-11. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Team+learning+approach+in+education%22">Team learning approach in education</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+mobility%22">Social mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+sciences%22">Medical sciences</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The University of South Wales (USW), serving a student population with diverse academic backgrounds, including many from deprived areas and those returning to education, emphasises social mobility. Its Biomedical degrees incorporate a Level 5 (Year 2) module focusing on anatomy, physiology, and pharmacology, using a team‐ and case‐based learning approach grounded in real‐world scenarios. Teamwork, a crucial STEM skill, presents challenges in higher education, often linked to engagement issues like lack of participation and poor team dynamics. This study investigated the relationship between student perceptions of engagement and their attainment within the module. A five‐point Likert questionnaire, adapted from the Student Engagement in Schools Questionnaire (SESQ), was distributed to all 33 students who completed the 2023–2024 module. A 64% response rate was achieved. Responses were analysed statistically, and a focus group explored recurring themes. Results revealed 100% positive responses for affective engagement and behavioural engagement (effort and persistence). However, behavioural engagement (extra‐curricular) and cognitive engagement returned mixed results. A moderate positive correlation (r = 0.5) was found between final grades and participation in class activities. Thematic analysis indicated increased perceived participation, independence, and confidence throughout the module. While intrinsic motivation and effort were positive, cognitive engagement and extra‐curricular involvement require further attention. The correlation between effort, persistence, and grades underscores the importance of fostering a strong work ethic. These findings emphasise the need for a supportive learning environment that encourages active participation and builds a sense of community to enhance student engagement and academic success, offering valuable insights for improving teaching practices. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/ejed.70692 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 1 Subjects: – SubjectFull: Student engagement Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Higher education Type: general – SubjectFull: Team learning approach in education Type: general – SubjectFull: STEM education Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Social mobility Type: general – SubjectFull: Medical sciences Type: general Titles: – TitleFull: Student Perceptions of Engagement on a Team‐Based Biomedical Science Module in a UK Post‐92 University; Impact on Academic Performance. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fall, Lewis – PersonEntity: Name: NameFull: Little, Harri IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01418211 Numbering: – Type: volume Value: 61 – Type: issue Value: 2 Titles: – TitleFull: European Journal of Education Type: main |
| ResultId | 1 |
