The Impact of Goods Design Classes Utilizing Draw-a-Person Tests on Self-Identity of Specialized High School Students

This study investigates the effects of goods design classes utilizing draw-a-person tests on self-identity. Literature reviews and a survey were conducted on self-identity and design classes. Based on these findings, four class sessions were developed with input from design education experts. In April 2024, 46 third-year students from Y High School participated, divided into a control group and an experimental group of 23 students each. Pre and post-tests on self-identity were administered and analyzed using SPSS with a significance level of p<.05. The paired non-parametric test revealed significant improvements in five out of six self-identity sub-domains for the experimental group, including initiative, self-acceptance, goal orientation, autonomy, and intimacy. The overall self-identity score increased from 3.40 in the pre-test to 3.85 in the post-test, confirming the intervention's effectiveness. This study demonstrates the positive impact of goods design classes on students' self-identity. However, the small sample size limits the generalizability of the findings, highlighting the need for further research on educational interventions to enhance self-identity. Overall, the study provides valuable insights into the role of design education in personal development.