Integrating national cadet corps studies into academic credit frameworks: a pilot study

Abstract

This study presents a statistical evaluation of the National Cadet Corps (NCC) Studies offered as a General Elective Credit Course in higher education institutions in India. Data were collected from 175 students (On roll and Alumni Cadets) and 26 trainers (ANO’s) to assess perceptions of cadets, course effectiveness, and institutional support for the course. Descriptive statistics, reliability analysis, and exploratory factor analysis (EFA) were employed. Results indicated high internal consistency for both instruments (Cronbach’s α = .973 for students; α = .839 for trainers). The student data revealed a three-factor structure, Personal Growth and Career Development, Institutional Support and Academic Structure, Challenges and Areas for Improvement explaining over 70% of the variance. Trainer responses yielded five meaningful factors, highlighting leadership development, student motivation, implementation practices, administrative support, and NEP 2020 policy alignment. Findings affirm NCC’s role in fostering leadership, discipline, teamwork, and civic responsibility while underscoring the need for enhanced institutional resources and mentorship.

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