## 4 Results
### Post-Test Analysis of Public Art and Environmental Literacy Issues  
This study conducted a pre- and post-test analysis of public art and environmental literacy issues to evaluate the improvements in knowledge, skills, and attitudes among the experimental group following the intervention. According to the paired sample _t_-test results presented in Table 27, significant enhancements were observed in the participants' understanding of public art and environmental literacy issues from pre-test to post-test, as detailed below. 1. Public Art Knowledge:  
The average post-test score (M = 1.01563, SD = 2.38708) was significantly higher than the pre-test score. The _t_-test revealed a t-value of 3.404 with 63 degrees of freedom and a _p_-value of 0.001, indicating a significant increase in participants' knowledge of public art following the intervention. 2. Skills Improvement:  
The post-test score for skills (M = 1.40625, SD = 2.03516) was also significantly higher than the pre-test score, with a t-value of 5.528, degrees of freedom of 63, and a _p_-value of 0.000. This demonstrates a significant improvement in participants' performance regarding public art skills, reflecting the effective impact of the intervention. 3. Attitudinal Changes:  
The post-test score for attitudes (M = 1.67969, SD = 2.40100) showed a significant increase compared to the pre-test, with a t-value of 5.597, degrees of freedom of 63, and a \(p\)-value of 0.000. This indicates that the intervention effectively enhanced participants' attitudes toward public art. 4. Overall Effectiveness in Public Art:  
The average post-test score (M = 3.67188, SD = 4.77611) was significantly higher than the pre-test score, as evidenced by a t-value of 6.150, degrees of freedom of 63, and a \(p\)-value of 0.000. This signifies substantial improvement in participants' comprehensive performance in knowledge, skills, and attitudes related to public art post-intervention. 5. Environmental Literacy Knowledge:  
The average post-test score (M = 1.75781, SD = 3.69147) for environmental literacy knowledge was significantly greater than the pre-test score, with a t-value of 3.809, degrees of freedom of 63, and a \(p\)-value of 0.000. This indicates a significant effect of the intervention on enhancing participants' knowledge of environmental literacy. 6. Skills in Environmental Literacy:  
Post-test skill scores (M = 1.59375, SD = 2.87004) were significantly higher than pre-test scores, as shown by a t-value of 4.442, degrees of freedom of 63, and a \(p\)-value of 0.000. This finding suggests notable progress in participants' performance in environmental literacy skills. 7. Attitudinal Development in Environmental Literacy:  
The post-test score for environmental literacy attitudes (M = 2.92969, SD = 3.79418) also significantly exceeded the pre-test score, with a t-value of 6.177, degrees of freedom of 63, and a \(p\)-value of 0.000. This reveals significant improvement in participants' attitudes toward environmental literacy, highlighting the positive role of the intervention in fostering such attitudes. 8. Overall Effectiveness in Environmental Literacy:  
The average post-test score (M = 5.66406, SD = 7.57557) for overall environmental literacy effectiveness was significantly higher than the pre-test score. The \(t\)-test results showed a t-value of 5.981, degrees of freedom of 63, and a \(p\)-value of 0.000, indicating substantial enhancement in participants' overall performance in knowledge, skills, and attitudes related to environmental literacy following the intervention.