Analysis of Determinants for Enhancing Interest in Domestic High School Art Classes: Focused on AHP Analysis

Objectives In current high school education, art is often perceived as a peripheral subject, leading to the loss of its importance and legitimacy. However, art education can significantly alleviate severe academic stress and enhance empathy and creativity among students, particularly in an increasingly individualistic society. This study aimed to identify the key factors that contribute to increasing high school students' interest in art education. Methods To achieve this research objective, a survey was conducted with 50 high school students in their second year or above, from schools located in Seoul, to perform an Analytical Hierarchy Process (AHP) analysis. The collected data were analyzed using an AHP analysis program developed in Excel, allowing for the assessment of the importance and prioritization of various factors. Results The analysis results revealed the following: First, the priority order among the main categories was identified as follows: art class environment factors, student factors, the personal characteristics of the instructor, and teaching methods and class management. Second, within the category of teaching methods and class management, the priorities were as follows: provision of art-related information, differentiated instruction, supplementary guidance, class structure, class diversity, and interaction. Third, regarding the personal characteristics of the instructor, the priorities were humor, the instructor’s capability, the instructor’s knowledge, the instructor’s qualities, and the instructor’s attitude. Fourth, the student factors in art classes were prioritized as future career plans, experience and ability related to art, learning motivation, art-related performance, achievement motivation, and self-efficacy in art. Lastly, the factors related to the art class environment were identified in the following order of priority: support for related facilities, the physical environment of the classroom, safety and hygiene, and accessibility to materials and tools. Conclusions Thus, this study highlights the importance of establishing systems and environments for art education that foster creative activities and psychological stability for high school students. To achieve this, it is essential to establish a clear direction for art education, recognizing its value, significance, and positive effects. The proposed strategy involves gradually building an art education system by first enhancing students' interest and engagement in art classes through the provision of professional knowledge based on humor and wit, as well as fostering a high standard of instructor qualities and attitudes, and identifying and nurturing students' artistic talents and potential. By doing so, it becomes more feasible to secure the necessary systems and physical facilities for art education.