Student Perceptions of Engagement on a Team‐Based Biomedical Science Module in a <scp>UK</scp> Post‐92 University; Impact on Academic Performance

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.