Theoretical and Practical Skills of Dressmaking Teachers: its influence on Students Learning Competencies

Abstract

INTRODUCTION

This study determined the theoretical and practical skills of dressmaking teachers that influences the students' learning competencies in the Fifth Congressional District of Camarines Sur.

METHODS

It utilized a survey technique to gather information regarding the theoretical and practical skills of teachers and the students' learning competencies. Two types of questionnaire were utilized: one was intended for the dressmaking teachers asking for their psychographic profile along with their theoretical and practical skills; the second questionnaire was then produced, for the groups of students taking dressmaking subject as their area of specialization to answer.

RESULTS

The theoretical skills of dressmaking teachers had an average weighted mean of 4.27 or highly knowledgeable while in the practical skills had an average weighted mean of 4.15 or skilled. In the students learning competencies an overall weighted mean of 4.18 or competent. These quantities emphasize a significant correlation with the teachers’ practical skills in terms of entrepreneurial with r=.884, p-value=.019. Likewise, it is also meaningfully related with the teachers’ practical skills in aspects of production with r=.867, p-value=.025. On the other hand, the teacher theoretical and practical skills in occupational safety and health is predictive and dependable on the students' learning in the same aspect indicated by r=.940, p-value=.054. As for the rest of the aspects of teacher psychographic competence, it had no influence nor impact on the students learning competence in correspondence to each designated aspect.

DISCUSSIONS

Dressmaking teachers must be competent to teach the subject matter and is knowledgeable about the topic being discussed. They need to be equipped with the practical skills needed in the subject for their lack of thereof will reflect upon the learning levels of their students. Acquired knowledge and skills in measurements, calculations and occupational safety and health is not enough yet, for complete mastery and skills on entrepreneurial, production and use and care of sewing tools and equipment are only few of the many prerequisites on the dressmaking field. Generalizations such that the psychographic characteristics of a dressmaking teacher does not influence the student's learning competencies in terms of use and care and sewing tools and equipment and measurements and calculation were deduce as well as the significant roles played by the respective responses among the apt aspects.