INVESTIGATING THE BOUNDARIES OF PRIMARY STUDENTS EXPLORING FUNDAMENTAL PAINTING TECHNIQUES IN SCHOOL: AN ANALYSIS OF EFFECTS FOR AT-RISK STUDENTS IN CHINA

Abstract

This study aims to investigate the impact of exploring fundamental painting techniques on the academic and socio-emotional development of at-risk primary students in China. With a focus on the boundaries of artistic exploration within a structured educational setting, this research seeks to understand how art education can be leveraged to enhance the learning experiences and outcomes of students facing various risk factors. The study utilized a quantitative research methodology, employing survey questionnaire to collect data from 80 participants. The analysis included descriptive statistics, inferential techniques such as T-tests and Chi-square tests, and Cronbach Alpha analysis using SPSS to examine the collected data. The study explores potential correlations between participation in art education and improvements in academic performance among at-risk students. The results shows that the study took sample of a diverse representation of at-risk students with variety exposure of art education across China. The recorded Cronbach’s Alpha of 0.863 indicates that most items are likely suitable for retention. While for the inferential statistical analysis, including T-Tests and Chi-Square Tests, it revealed that there are a statistically significant association between Art Education Experience and Holistic Development (p = 0.049).  The findings of this research will provide empirical evidence supporting the integration of art education as a means of enhancing academic outcomes for at-risk primary students in China.