Keywords
Social Integration
Interaction,
Personal growth
Categories
How to Cite
Abstract
Engagement during the first year is critical because it establishes the tone for student’s academic achievement and personal growth throughout their college years. This study tackles that gap by looking at whether introductory sessions (such as ice-breaking activities) promote freshman ( first year undergraduate) participation across a variety of factors, including social integration, academic engagement, interaction, and personal development.
The objective of this study is to provide insights into the role of such sessions in increasing student engagement, academic motivation, social integration, and personal development by comparing the outcomes of students who attended the icebreaking session to those who did not. The study comprised 61 first year under graduate students from a senior college in Navi Mumbai, India. Participants were divided into two groups: those who attended the icebreaking session and those who did not attend. The experimental investigation was undertaken to better understand the practical outcome. Hypothesis testing was carried out using SPSS, and a conceptual model was developed based on the literature review. The ice-breaking session has a significant influence on student involvement, interaction and personal growth. Academic Engagement and Social Integration show no substantial variance dependent on attendance.
References
1. Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518–529.
2. Adi, M. S., Susanti, R. A., & Jannah, Q. (2021). The Effectiveness of Ice Breaking to Increase Students’ Motivation in Learning English. International Journal of English Education and Linguistics (IJoEEL),3(1),31–38. https://doi.org/10.33650/ijoeel.v3i1.2256
3. Argyle, M. (1969). Social Interaction: Process and Products (2nd ed.). Routledge. https://doi.org/10.4324/9781315129556
4. Bagus Rusman, K. (2022). Implementation and Benefits of Learning through Ice Breaking. International Linguistics and TESOL Journal, 1(1), 1–4.
5. Bray, N. J. (2006). [Review of How College Affects Students: A Third Decade of Research, by E. T. Pascarella & P. T. Terenzini]. The Journal of General Education, 55(2), 160–163. http://www.jstor.org/stable/27798045
6. Chickering, A. W. (1969). Education and identity. Jossey-Bass.
7. Chowdhury, S. (2022). Teachers’ Perceptions Towards the Role of Ice-Breaking Activities in Teaching English at the University Level. Journal of ELT and Education, 5(1), 6–11.
8. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
9. Goleman, D. P. (1995). Emotional intelligence: Why it can matter more than IQ for character, health and lifelong achievement. New York: Bantam Books.
10. Kitchel, T. (2008). Freshmen Experiences as Compared by Degree Completers and Non-completers. NACTA Journal, 52(1), 38–43. http://www.jstor.org/stable/43766075
11. Kuh, G.D. (2009) What student affairs professionals need to know about student engagement. Journal of College Student Development 50, 683–706.
12. Kadek Bagus Rusman. (2022). Implementation and Benefits of Learning through Ice Breaking. International Linguistics and TESOL Journal, 1(1), 3.
13. McCroskey, J. C., Richmond, V. P., Plax, T. G., & Kearney, P. (1985). Power in the classroom V: Behavior alteration techniques, communication training and learning. Communication Education, 34(3), 214–226. https://doi.org/10.1080/03634528509378609
14. Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition (2nd ed.). Chicago, IL: University of Chicago Press. https://doi.org/10.7208/chicago/9780226922461.001.0001
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 South India Journal of Social Sciences