Students’ perceptions towards curricular and co-curricular activities in veterinary education: A case study of Maharashtra Animal and Fishery Sciences University, Nagpur

Introduction

Education aims to promote the intellectual, social, moral, and cultural development of individuals. In professional programs such as veterinary and animal sciences, curricular and co-curricular activities together form the foundation of holistic student development. While curricular activities ensure conceptual and technical learning, co-curricular experiences promote leadership, teamwork, confidence, and practical competence (Kuh, 1995; Shamsudin et al., 2014) [3,6] . Co-curricular engagement allows students to connect theory with real-life practice through participation in field training, community services, sports, and cultural programs. Studies (Astin, 1977; Pascarella et al., 2005; Ramalingam & Ilakkiya, 2021) [1,7,5] have established that such involvement enhances personal growth, motivation, and academic success. According to Kuh et al. (2011) [4] , effective universities integrate classroom learning with experiential and extracurricular learning to produce well-rounded professionals. In veterinary education, programs such as Rural Veterinary Work Experience (RVWE), experiential learning, and clinical training play a vital role in bridging the gap between theory and practice. Similarly, activities like NSS/NCC, sports, and cultural events build character and leadership skills. Given the importance of such activities, the present study aimed to assess the perception of veterinary students toward curricular and co-curricular activities organized at MAFSU, Nagpur, and to identify the constraints affecting students' participation and satisfaction.

Methodology

The study was carried out at the Maharashtra Animal and Fishery Sciences University (MAFSU), Nagpur, during the academic year 2016-2017 as a component of the ICARfunded Extramural Research Project titled "Indicators for Monitoring and Evaluation of Agricultural Education System." A total of 50 final-year Bachelor of Veterinary Science and Animal Husbandry (B.V.Sc. & A.H.) students were selected using a random sampling technique. Data were collected through a structured and pre-tested questionnaire, developed with inputs from experts in veterinary education, animal www.extensionjournal.com science, extension, and social sciences. Responses were recorded on a five-point Likert scale ranging from Fully Satisfied (5) to Fully Dissatisfied (1). Data were analyzed using frequency, percentage, mean, and standard deviation to derive meaningful insights.

Results and Discussion

The results are presented with various heads such as overall perception of the students towards various curricular and cocurricular activities, importance of curricular and cocurricular activities, constraints faced by the students during degree programme and conclusion.

Overall Perception of Students toward Curricular and Co-Curricular Activities

As shown in Table 1, 52 per cent of students rated curricular activities as average and 34 per cent as good. Similarly, 52 per cent of students rated co-curricular activities as average, while 36 per cent found them good. This indicates that students were moderately satisfied with the university's efforts in both academic and extracurricular domains. These findings suggest that students at MAFSU recognize the importance of both academic and extracurricular engagement but expect improvements in execution and diversity of activities.

B. Co-curricular activities

Regarding co-curricular aspects, 62 per cent of students were satisfied with NSS/NCC, 56 per cent with sports, and 54 per cent with cultural events, highlighting a moderate level of engagement. Partial dissatisfaction was observed with limited organization of intercollegiate events and sports facilities.

These results align with Astin (1993) [1] and Kuh (1995) [3] , who emphasized that balanced academic and co-curricular exposure fosters leadership and adaptability among students.

Importance of Curricular and Co-Curricular Activities

As depicted in Table 3, a majority (68%) of students agreed that such activities enhance self-confidence, practical knowledge, and a positive attitude. About 54 per cent agreed that these experiences are crucial for value inculcation and holistic development. Moreover, 56 per cent perceived co-curricular participation as enhancing the university's reputation and providing greater recognition to students. This reflects students' understanding that co-curricular engagement contributes directly to employability, social competence, and emotional intelligence-key aspects emphasized by Shamsudin et al. (2014) [6] in higher education learning.

Constraints Faced by Students

The constraints faced by students are summarized in Table 4. The most pressing issues included inadequate hostel accommodation and poor hygiene (78%), limited recreational facilities such as internet and TV (74%) and lack of career development workshops (72%). Students also highlighted insufficient field exposure (72%) and shortage of teaching and laboratory staff (70%) as barriers to effective learning. Issues related to placement cell functioning (64%) and library infrastructure (56%) were also reported. Similar concerns were documented by Govindagowda et al. (2012) [2] , who emphasized the need for adequate infrastructure and faculty support to improve academic satisfaction.

Conclusion

The study concludes that students of MAFSU, Nagpur, hold a generally positive perception of curricular and cocurricular activities. They expressed high satisfaction with practical components such as RVWE, study tours, and experiential learning, which effectively bridge theoretical and practical veterinary education. However, moderate satisfaction with sports, cultural, and NSS/NCC activities suggests a need to diversify cocurricular programs. Addressing key constraints-such as hostel facilities, recreational resources, and career counseling-will significantly improve student welfare and learning experiences. To achieve holistic education, MAFSU should strengthen the balance between academic learning and experiential participation, supported by improved infrastructure, motivated faculty, and student-centered policies.

Acknowledgement

AcknowledgementThe authors gratefully acknowledge the financial support provided by the Indian Council of Agricultural Research (ICAR), New Delhi, under the Extramural Research Project titled "Indicators for Monitoring and Evaluation of Agricultural Education System", implemented at the Maharashtra Animal and Fishery Sciences University (MAFSU), Nagpur. The authors also thank the university authorities and students for their active participation and cooperation.

References

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