Authors:
1. Divya Kakade
2. Tejas Pote
3. Rohit Sangle
Introduction of the problem:
Cultural activities are an essential part of student life, promoting creativity, confidence, and teamwork. Kohinoor Business School (KBS), Kurla, Mumbai, regularly cultural events to encourage student participation. This report examines how actively students take part, whether they face difficulties in joining, and the support provided by teachers. Understanding these factors will help improve student engagement in cultural activities. The findings aim to create a more inclusive and supportive cultural environment at KBS.
Objective:
To understand the underlying phenomenon of the problem: Student’s involvement in Cultural activities at Kohinoor Business School, Kurla, Mumbai.
Literature Review:
1. Did Cultural and Artistic Education in the Netherlands increase Student participation in High Cultural Events?
Damen and van Klaveren, et al. (2010) examined the impact of Cultural and Artistic Education programs in the Netherlands on student participation in high-cultural events,such as museum visits, concerts, and theatre performances. Their study found that while these programs led to a slight increase in student attendance, the overall effect size was relatively small. A key finding was the negative correlation between the proportion immigrants of students in a classroom and participation rates, suggesting that cultural background plays a significant role in engagement levels. The research highlights the complexity of fostering cultural participation through education, emphasizing that while structured programs can enhance exposure, individual and socio-cultural factors heavily influence actual involvement. The study underscores the need for inclusive and adaptive cultural education policies that address the diverse backgrounds of students to effectively promote engagement in high-cultural activities.
The Quest for the Holy Grail of Student Engagement
Sally Kift (2024) explores the complexities of student engagement, particularly its connection to belonging in a post-pandemic educational context. The study emphasizes a holistic perspective, considering students’ daily interactions within their institution’s socio-cultural ecosystem. It highlights the crucial role of cultural activities in fostering student involvement, enhancing their sense of belonging, and contributing to overall academic and social well-being. The chapter underscores the importance of integrating cultural programs into educational institutions to promote inclusivity, engagement, and student satisfaction.
Data Collection:
For the above problem we framed five questions on Likert scale and we approached 100 Kohinoor Business School students with google forms with the answers strongly agree, agree,neutral, disagree, strongly disagree they were coded as 5, 4, 3, 2, 1 and that hypothetic mean (X) is 3.
Data Analysis:
Survey responses from 100 students were analysed using mean, standard deviation, standard error, and Z-scores. All Z-values fell within the neutral range (-1.96 to 1.96), indicating moderate participation in cultural activities.
Questions:
1. Our college regularly hosts cultural events.
2. I have participated in cultural events.
3. I have showcased my talent.
4. I was able to join events without any difficulties.
5. My teachers encouraged my participation.
Mean :
3.13
3.49
3.4
3.74
3.9
Standard Deviation :
1.35
1.37
1.24
1.17
1.37
Standard Error :
0.13
0.14
0.12
0.12
0.14
Z:
0.90
1.30
0.98
1.17
1.71
Result :
Neutral
Neutral
Neutral
Neutral
Neutral
Conclusion:
The analysis suggests that while cultural events are available at KBS, student participation remains balanced between engagement and disinterest. Key findings include:
1. Cultural events are organized, but student participation remains moderate.
2. Students neither actively engage nor completely refrain from cultural activities.
3. Opportunities to showcase talent exist, but utilization varies among individuals.
4. Accessibility to events is neutral, indicating neither major barriers nor full ease of participation.
5. Faculty encouragement exists but may not be strong enough to significantly boosts involvement.
References:
1. Damen, M. & Van Klaveren, C., et al. 2010. Did Cultural and Artistic Education in the Netherlands increase Student Participation in High Cultural Events?, Working Papers 37, Top Institute for Evidence Based Education Research.
2. Sally Kift, 2024. The quest for the holy grail of student engagement: curriculum as the engagement integrator, Chapters, in: Cathy Stone & Sarah O’Shea (ed.), Research Handbook on Student Engagement in Higher Education, chapter 2, pages 7-27, Edward Elgar Publishing