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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
Language: English
Authors: Lewis Fall (ORCID 0000-0002-1515-0672), Harri Little
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Student Attitudes, Learner Engagement, Teamwork, College Science, Biomedicine, Academic Achievement, Student Surveys, Academic Persistence, Grades (Scholastic), Student Participation, Class Activities, Work Ethic, Sense of Community
Geographic Terms: United Kingdom, United Kingdom (Wales)
DOI: 10.1111/ejed.70692
ISSN: 0141-8211
1465-3435
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507181
Database: ERIC
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Lewis+Fall%22">Lewis Fall</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1515-0672">0000-0002-1515-0672</externalLink>)<br /><searchLink fieldCode="AR" term="%22Harri+Little%22">Harri Little</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Biomedicine%22">Biomedicine</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Ethic%22">Work Ethic</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28Wales%29%22">United Kingdom (Wales)</searchLink>
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  Data: 10.1111/ejed.70692
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  Data: 0141-8211<br />1465-3435
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  Label: Abstract
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  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.
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
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      – SubjectFull: Student Attitudes
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      – TitleFull: 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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