International Journal For Multidisciplinary Research

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Volume 8 Issue 3
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Pedagogical Integration of Sitar in Classroom Teaching: Effects on Student Engagement and Perceived Well-being

Author(s) Ms. Krishma Bharti, Mr. Rakesh Singh, Dr. Sonia Ahuja
Country India
Abstract Abstract
The present study investigates the pedagogical integration of the sitar in classroom teaching and its impact on student engagement and psychological well-being among secondary school students aged 12–16 years.The study is based on a quasi-experimental research design involving a total sample of 80 students, equally divided into an experimental group (n = 40) and a control group (n = 40).The experimental group was exposed to a structured 45-day instructional intervention based on Raga Bhairav (morning raga), while the control group received conventional classroom instruction without musical integration. Standardized tools, including a Student Engagement Scale and a Psychological Well-being Scale, were used for pre-test and post-test data collection.The collected data were analyzed using descriptive and inferential statistical techniques, including mean, standard deviation, independent samples t-test, and ANCOVA. The results revealed that the experimental group demonstrated significantly higher levels of student engagement and psychological well-being compared to the control group after the intervention period. The findings indicate that sitar-based pedagogical integration, particularly through Raga Bhairav, fosters a more focused, emotionally balanced, and participatory learning environment. The study concludes that incorporating Indian classical music into classroom pedagogy can significantly enhance both academic engagement and psychological well-being among secondary school learners.
Keywords Sitar, Student Engagement, Psychological Well-being, Raga Bhairav, Music Pedagogy, Quasi-Experimental Design, Culturally Responsive Teaching
Field Arts > Movies / Music / TV
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-19
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.78819
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