DEVELOPMENT AND EVALUATION OF MODULE IN

BASIC DRESSMAKING

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 368-377
Document ID: 2023PEMJ968
DOI: 10.5281/zenodo.8191960
Manuscript Accepted: 2023-26-7
Psych Educ, 2023, 11: 368-377, Document ID:2023 PEMJ968, doi:10.5281/zenodo.8191960, ISSN 2822-4353
Research Article

Development and Evaluation of Module in Basic Dressmaking

Angeline V. Villareal*
For affiliations and correspondence, see the last page.
Abstract
This study focused on the development and evaluation of Module in Basic Dressmaking for Grades 7
and 8 at the Rizal Technological University during the S.Y. 2022-2023.It used the descriptive method
of research. It was evaluated by the DepEd teachers in Marikina and Mandaluyong City, and the
Garment experts both from Marikina Polytechnic College and Ilagan State University, Ilagan Isabela
using the five (5) point Likert Scale. The research instrument used is the survey questionnaire which
was personally administered by the researcher. The data gathered was tallied and statistically treated
using a t-test.The findings revealed that the Garment experts and DepEd teachers’ evaluations were
all verbally interpreted as Strongly Agree in terms of its format, objectives, content, organization,
and assessment. Likewise, there was no significant difference on their mean scores in terms of format
and objects, while there was significant difference on their evaluations in terms of content,
organization, and assessment. The two groups of respondents had offered comments and suggestions
that were incorporated by the researcher to improve the developed module.

Keywords: module, dressmaking, development

Introduction Technical vocational education and training (TVET) is

recognized on a global scale as a way to empower
people, especially young people, for sustainable
In the educational process, students and teachers play a livelihood and socioeconomic growth. TVET, in its
crucial role. They provide education in the educational broadest sense, refers to deliberate initiatives to
environment and help in the pupils' learning. support learning that would raise people's productivity
Following a set curriculum and making sure that the (or merely their level of productivity) in particular
pupils understand the material are typical requirements economic activity sectors (e.g., economic sectors,
on teaching. The journey of a teacher through the occupations, particular work tasks). Technical and
teaching-learning process includes developing vocational education and training are essential for
modules as well. Encourage instructors to create more promoting the well-being of youth and communities,
learning resources and materials to engage students in increasing productivity, empowering individuals to
class and at home in the public-school system of today. ach iev e s e l f - s u ff i c ie n c y , and fo sterin g
One of these is a module, which is helpful for entrepreneurship. As a result, it's important to promote
facilitating the sharing of knowledge amongst TVET as a possible course of study for students who
students. This seeks to personalize instruction as well. want to guarantee work following graduation.
Students grow as independent thinkers. They acquire
the flexibility to learn without restrictions and advance Training in competence or skills genuinely guarantees
their education in parallel with sessions. employability. The National Statistical Office (NSO)
estimates that the employment rate is 94.2% based on
As cited by (Okwelle & Deebom 2017), the K–12 the findings of the January 2016 Labor Force Survey.
Basic Education Program in the Philippines was Given the significant demand for physical labor,
established by the Enhanced Basic Education Act of technical and vocational education and training may be
2013, also known as Republic Act 10533, which was able to provide this demand. Despite technical and
signed into law on May 15, 2013. A legislative act vocational education's attractive employment rate,
creating the K–12 Curriculum has been made in order more emphasis needs to be placed on providing proof
to guarantee that Philippine Basic Education complies and effectively marketing the curriculum.
with international standards and that graduates are
globally competitive. On their chosen track, students It is likewise necessary to ensure that there are
from the TVL strand are putting diverse talents to use. modules available for teaching the required courses.
Everyone on the TVL track should interact with one Utilizing the most appropriate modules, particularly
another while working on a task. Interaction with one the one with a profound intuitive point, would
another is the first step in communication. Students at amazingly get the learners' consideration and make
TVL interact with each other, talk about what they've them want to learn as opposed to being put a course
learned, and then apply it to a particular circumstance. book to their appearances. Furthermore, these

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Research Article

teaching materials shall drive them to understand The Philippines' leading proponent of learning
concepts better that will assist them in practical modules, Torralba (2017), emphasized that modules
application of those concepts. Since working as a should be self-contained, self-pacing, concise and
teacher in the Junior High School for a while, the well-defined, sufficiently motivating, properly
researcher has noticed that there is no suitable module sequenced, providing opportunities for learner
for dressmaking. This is why the researcher aims to interaction, clearly written with proper language,
create and assess a Basic Dressmaking module for accurate, not in conflict with other subject matter and
Grades 7 and 8 at Rizal Technological University, values, and utilizing every opportunity to achieve
which is supposed to help students improve their learning outcomes. A self-learning module is a
performance and better prepare them for the workplace structured set of guidelines intended to encourage
in the future. This is the gap that the current research students' mastery of a body of information or a
project is trying to fill. technique. When paired with other modules, students
can become experts in a broad field of knowledge or a
Research Questions challenging procedure.

The Development and Evaluation of Modules in Basic Self-learning modules are described as what their
Dressmaking for grade 7 and 8 at Rizal Technological name suggests: modules that students can utilize on
University were the main subject of the study. The their own to learn without the assistance of an
study specifically aimed to address the following instructor. As they are self-learning materials, students
questions: can learn and complete them at their own pace and
according to their interests because using them is
1. How is the module in basic dressmaking developed entirely up to them (Tohidi et, al., 2019).
based on the syllabus?
2. What is the evaluation of the DepEd teachers and Consequently, students are encouraged to engage on a
Garments expert-respondents on developed module in variety of fascinating and challenging projects, which
basic dressmaking in terms of the following variables: encourages independent study, in order to maintain
2.1 Format; their interest and focus. The study focuses on the
2.2 Objective; benefits of using modules for instruction, such as
2.3 Content; enhancing students' capacity for independent learning.
2.4 Organization; and The concepts taught in the program were actively
2.5 Assessment? studied by the students. They developed a sense of
3. Is there a significant difference between the two responsibility as they carried out the tasks listed in the
groups of respondents on the above-mentioned module (Nardo, 2017).Self-learning can be quite
criteria? beneficial for individuals who don't have the time to
4. What are the comments and suggestions of the spend on traditional education or who are unable to go
respondents on the developed and evaluated module in to a particular location. So long as you have access to a
basic dressmaking? computer and a reliable internet connection, self-
learning may be done at any time and from any
location. Self-learning is undoubtedly advantageous
Literature Review for people who are restricted by time or space because
it can be completed conveniently from any location at
any time (Managementstudyguide.com, 2022).
Educators are aware of the purpose of learning
modules, which act as a roadmap for classroom The study by Dator (2018) entitled “Development and
instruction. The learning module's concept is highly Evaluation of Supplementary Instructional Learning
varied because each expert has their own definition. Materials for Grade 8 Students” aimed to create and
For classroom activities, instructors have access to a assess additional educational resources for teaching
variety of teaching materials. This medium can be handicrafts to 8th-grade students at Bagong Nayon II
used by teachers as a tool for accurate and efficient National High School. The study outlined the specific
information transfer. Specifically, coherent, subjects and teaching that will be produced to align
comprehensible, and well-communicated modules are with the handicraft learning standards for Grade 8
developed through individual or group learning and students.
are then orderly arranged in a systematic way. After
the printing the students and faculty will use the same The purpose of the study by Calipayan & Buniel,
as a reference (Chua et, al., 2021). (2021) entitled “Effectiveness of Enhanced Module in

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Research Article

Teaching Electrical Installation and Maintenance Colleges (SUC) namely, Marikina Polytechnic
Concepts of National Competency II” was to College, Rizal Technological University, and Isabela
determine whether the upgraded module was a useful State University.
instructional tool for teaching concepts to Grade 10-
TLE Electrical Installation and Maintenance students Instruments of the Study
(EIM). Its specific objectives are the analysis of the
upgraded module's assessment ratings, the impact of In the current study, the researcher created a
its deployment, and the respondents' perceptions of the questionnaire that was later validated by the selected
enhanced module. Additionally, it looks at the professors and research experts. Based on the
substantial variation in respondents' academic results responses received, the survey questionnaire was
after being reinforced by the improved module. A revised. These revised questionnaires were then used
standardized assessment tool for printed materials for pilot testing on 10 respondents (garment
from the Department of Education's Learning instructors) from Marikina Polytechnic College. The
Resources Management and Development System result was eventually tallied using Cronbach's alpha
(LRMDS) Office is the main tool utilized in the and thereafter, the researcher arrived with a coefficient
evaluation of the improved module. of 0.803. The Cronbach’s alpha coefficient is a group
of survey items internal consistency or reliability
Relatively, the study of Vidal (2019), entitled measure. If a group of items regularly assesses the
“Development and Evaluation of the Technology and same attribute, on a uniform 0–1 scale, Cronbach's
Livelihood Education-Computer System Servicing alpha assesses the degree of agreement.
(TLE-CSS) Learning Module for Grade 9” used the
descriptive type of research. A validated survey Procedure
questionnaire was used to gather the evaluation of the
teachers and assessors. The grade 9 teachers and The researcher first asked permissions from the
assessors have evaluated the offline Learning Module division office in Marikina and Mandaluyong for the
in TLE-CSS and concluded that it has acceptable DepEd teachers to be the respondents of the study and
content validity and high acceptability. requested the Marikina Polytechnic College, Isabela
State University, and Rizal Technological University
for the same purpose. Upon approval of the letter, the
Methodology researcher personally distributed and collected all the
questionnaires.
This study focused on the developed and evaluated
Ethical Considerations
module in basic dressmaking for Grades 7 and 8 at the
Rizal Technological University. This likewise utilized The researcher herself explained and gave the
the descriptive research design and also presents a informed consent to each participant before the
quantitative nature of study, “an approach for testing
conduct of the study. She ensured them that the
objective theories by examining the relationship information would be used with utmost confidentiality
among variables” (Creswell and Poth, 2016). The and within the purpose of the study only.
variables can be measured typically on instruments so
that numbered data can be analyzed using statistical
procedures. The researcher can compile numerical data Results and Discussion
and empirical evidence to assess the design and
efficacy of the dressmaking module by using a
quantitative nature study approach. The application of The Developed Module in Basic Dressmaking based
statistical analysis tools offers a methodical and on the syllabus
impartial way to evaluate the module's impact and
adds to the body of knowledge in dressmaking The developed and evaluated Module in Basic
education. Dressmaking was conceptualized, created, and
intend ed for Junior High School at Rizal
Participants of the Study Technological University curriculum because of the
absence of instructional materials for the said program.
The data gathered in this study were the twenty (20) The researcher decided to develop a module which can
teachers from the Department of Education of be made accessible to all garment teachers. Anent to
Marikina City and Mandaluyong City, and the ten (10) this, it is an essential reference to be used in
teachers from the chosen State Universities and preparation for the Technical Education Skills and

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Research Article

Development Authority (TESDA) for National encompassing both traditional handicraft and
Certificate II (Dressmaking) in the 10th grade. The contemporary sewing machine skills. It enables
study was divided into five components namely; students to concentrate on certain elements while
format, objectives, contents, organization, and appreciating the historical background. Effective skill-
assessment. In terms of format, it is important to building occurs as one moves from tools and hand
ensure that the size of the letters is appropriate to the stitches to sewing machine activities. While the hand
intended users, considering the age and visual stitching module gives students access to a variety of
impairment factors. Additionally, the illustrations techniques, practical tasks give students opportunities
included are simple and easily recognizable. The for hands-on learning. By introducing beautiful
objectives for each topic are specific, measurable, and stitches and various sewing machines for individual
achievable, and are aligned with the overall learning expression, the program encourages creativity.
goals of the course or curriculum. They are written Moreover, the module in basic dressmaking seems to
clearly, concisely with a language that is appropriately offer a planned and progressive learning experience
intended for the target audience. On the other hand, the that fosters skill development and creativity while
contents of the module are well-fitted for the students’ addressing both traditional and modern components of
level of development. Factors such as age, cognitive the trade.
ability, and prior knowledge and experience are
extremely considered to maximize learning. Evaluation of the DepEd Teachers and Garments
Accordingly, the information is organized and Expert-Respondents on the Developed Module in
arranged for effective presentation to ensure that the Basic Dressmaking
contents are easily understood and remembered.
Furthermore, the module was tailored to direct and Table 2. Evaluation of the DepEd Teacher and
project a structured sequence of material, and Garment Expert Respondents on the Developed
presentations logically and coherently and creating a Module in Basic Dressmaking in Terms of Format
smooth flow of ideas that connects one concept to the
next. Lastly, the module included assessment as a tool
to evaluate the teaching and learning process.

Table 1. Topics for Grades 7 and 8 Module in Basic

Dressmaking at Rizal Technological University Based
on Syllabus

Presented in the table are the topics per module.

Module 1 discussed the Ancient Craft of Dressmaking.
While Module 2 describes the tools used in
dressmaking. Module 3 on the other hand illustrates
the common hand stitches particularly the basic,
permanent, and decorative hand stitches. Module 4
discussed the history of the sewing machine while Based on the given table, the average mean for the
module 5 displays the different types of sewing evaluation of the developed module in basic
machines. And lastly, module 6 demonstrates the dressmaking in terms of format is 4.86 for Garments
different sewing machine exercises. experts and 4.73 for DepEd teachers, both indicating a
strong agreement with the criteria evaluated. The
This implies that the module in basic dressmaking criteria with the strongly agree for both Garments
provides a thorough understanding of dressmaking, experts and DepEd teachers are "The texts are

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Research Article

presented clearly and easy to understand," with a For the evaluation of the developed module in basic
weighted mean of 4.94 for Garments experts and 4.90 dressmaking in terms of objective, both the Garments
for DepEd teachers. experts and DepEd teachers gave a strongly agree
rating, with an average mean of 4.77 and 4.55 and with
This indicates that the respondents found the text in an overall mean of 4.66, respectively, indicating strong
the module to be effectively presented, which is agreement that the objectives of each topic were easy
essential in ensuring that the students will understand to understand and presented before the lesson proper.
the content. On the other hand, the criteria with the The Garments experts gave higher scores which
lowest rating for both Garments experts and DepEd strongly agree on all criteria except for criterion 2,
teachers is "The illustrations are simple and easy to which had a slightly lower score compared to the
recognize," with a weighted mean of 4.86 for DepEd teachers. The highest criterion for the SUC
Garments experts and 4.60 for DepEd teachers. This experts was criterion 1, which received a mean score
still indicates a strong agreement with the criteria but of 4.86 and a verbal interpretation of Strongly Agree,
is comparatively lower than the other criteria indicating that the objectives for each topic were easy
evaluated. This implies that there is room for to understand. The lowest criterion for the Garments
improvement in the illustrations used in the module. experts was criterion 4, which received a mean score
of 4.73 and a verbal interpretation of Strongly Agree,
This implies that the Garment Experts gave the indicating that the sequence of contents and activities
designed module in basic dressmaking a higher within each lesson facilitates the achievement of the
category mean grade implies that this format has been objectives.
well-received and positively rated. This demonstrates
that the module structure is in line with the demands For the DepEd teachers, the highest criterion was
and preferences of the apparel sector. Furthermore, the criterion 2, which received a mean score of 4.75 and a
modest discrepancy in how Garments experts and verbal interpretation of Strongly Agree, indicating that
DepEd teachers rated the format of the module may be the objectives were presented clearly before the lesson
seen in their somewhat higher ratings. This implies proper. The lowest criterion for the DepEd teachers
that Garments experts might see the module's format was criterion 4, which received a mean score of 4.35
differently or with a little more positivity than DepEd and a verbal interpretation of Strongly Agree,
professors do. indicating that the sequence of contents and activities
within each lesson facilitates the achievement of the
Table 3. Evaluation of the DepEd Teacher and objectives. In comparing the ratings given by the
Garment Expert Respondents on the Developed Garments experts and DepEd teachers, it can be seen
that both groups generally gave strongly agree on the
Module in Basic Dressmaking in Terms of Objectives
developed module. in terms of objective. However, the
Garments experts gave slightly higher scores on all
criteria, except for criterion 2 where the teachers gave
a higher score. This could indicate that the Garments
experts may have higher expectations for the module
compared to the DepEd teachers.

This implies that the developed and evaluated module

on basic dressmaking had well-designed and clearly
articulated objectives, as evidenced by the high ratings
given by both Garments experts and DepEd teachers.
This shows that the module effectively conveys the
desired learning outcomes and provides the students
with a clear direction. Moreover, it seems that
Garments experts scored the module marginally higher
than DepEd teachers may indicate that the experts held
the module's presentation and content to a higher
standard. This suggests that the module was evaluated
favorably by experts in the field of clothing after being
compared to industry standards. Overall, implications
indicate the necessity of properly planning and
structuring the module in order to successfully

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development (criteria 1 for content), which received a

accomplish the goals of the fundamental dressmaking slightly lower rating from teachers compared to
curriculum. Garments experts.

Table 4. Evaluation of the DepEd Teacher and Comparing the ratings given by SUC experts and
DepEd teachers, there were generally high ratings that
Garment Expert Respondents on the Developed
strongly agree between the two groups in terms of
Module in Basic Dressmaking in Terms of Content
format, objective, and content. However, teachers
.
tended to rate the module slightly lower compared to
Garments experts although it still falls under strongly
agree, particularly in terms of content suitability and
language simplicity. This may suggest that teachers
may have higher standards or expectations compared
to the Garments experts, who may have a broader
perspective and may have been more focused on the
technical aspects of the module. Generally, the high
ratings and strong agreement from both Garments
experts and DepEd teachers suggest that the developed
module in Basic Dressmaking is effective and suitable
for the target audience. However, there may be some
room for improvement in terms of content suitability
and language simplicity to further enhance the
module's effectiveness.

This implies that the demand for well-designed self-

learning modules in the flexible teaching approach
implies that it gives priority to students' ongoing
learning. Students have the option to pursue
autonomous learning regardless of the circumstances
Based on the table provided, the developed module in
or place in which they are learning thanks to the
Basic Dressmaking generally received high ratings
availability of self-learning modules. With this
which are strongly agreed by both the Garments
flexibility, students can advance in their studies at their
experts and DepEd teachers in terms of content. The
rate, taking into account different learning preferences
average mean for content was 4.78 for Garments
and styles. Well-designed self-learning modules make
experts and 4.43 for teachers, which indicates a
sure the information is set up and arranged in a way
strongly agree that the content is suitable for the
that encourages independent study. Students can move
student's level of development, free of biases, and
through the modules with ease and comprehend the
contributes to the achievement of specific objectives.
learning expectations because of the clear objectives,
However, it is worth noting that the teachers rated the
thorough content, and easily accessible resources. As a
content slightly lower compared to the Garments
result, they will feel more in control of and
experts, particularly in terms of suitability to the
autonomous in their learning.
student's level of development and presentation of
content in a simple language. The criteria with the
The result suggests that the developed and evaluated
highest ratings from both Garments experts and DepEd
module in Basic Dressmaking received a high rating in
teachers are the texts are presented clearly and easy to
terms of organization, with an average mean of 4.75,
understand (criteria 6 for format), the objectives are
which falls under the Strongly Agree category. This
presented before the lesson proper (criteria 2 for
indicates that both the Garments experts and DepEd
objective), and the materials are free of ideological,
teachers agreed that the module is well-organized and
cultural, religious, racial, gender biases and prejudices
presented in a captivating and simple-to-follow
(criteria 3 for content).On the other hand, the criteria
manner.Looking at the specific criteria, the highest
with the lowest rating from both Garments experts and
rating was given to criteria 3 (The learning vocabulary
DepEd teachers are the contents are presented in
level is adapted to the target readers’ level of
simple language (criteria 5 for content) and the
understanding and experience) with an average mean
contents are suitable to the student's level of
of 4.80, falling under the Strongly Agree
category. This implies that the module adheres to

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Research Article

sound principles of instructional design, such as using Table 6. Evaluation of the DepEd Teacher and
simple, straightforward language that facilitates Garment Expert Respondents on the Developed
students' understanding of the material. The program
Module in Basic Dressmaking in Terms of Assessment
can encourage greater understanding and engagement
among learners by using accessible language. The
suggestion that the directions and material presented in
the module are written in straightforward and
understandable language is important. Furthermore,
the conclusion that the module's straightforward and
basic language makes it simpler for students suggests
that the module has taken the needs and aptitudes of
the target learners into consideration.

Table 5. Evaluation of the DepEd Teacher and

Garment Expert Respondents on the Developed
Module in Basic Dressmaking in Terms of
Organization

On the other hand, the lowest criteria rated by both

Garments experts and DepEd teachers is Criterion 3,
which states that "The module provides 'self-checks,'
ready-made achievement tests, and review activities,"
with an average mean of 4.61 from Garments experts
and 4.35 from DepEd teachers. This implies that both
groups find the module to have less comprehensive
review activities and self-checks. When comparing the
ratings given by Garments experts and DepEd
teachers, it can be observed that Garments experts
gave higher ratings in all criteria compared to teachers.
This could suggest that Garments experts have a more
comprehensive and critical perspective in evaluating
the developed module compared to DepEd teachers
who may have a more practical approach.

Generally, the high overall average mean suggests that

As shown in the table, the average mean for the
the developed module in Basic Dressmaking is well-
evaluation of the developed module in Basic
received by both Garments experts and DepEd
Dressmaking in terms of assessment is 4.76, which
teachers in terms of assessment. However, the lower
indicates a strongly agree from both Garments experts
rating for Criterion 3 implies that there is room for
and DepEd teachers. The highest criterion rated by
im p rov em en t in terms of prov id ing more
both Garments experts and DepEd teachers is Criterion
comprehensive review activities and self-checks.
6, which states that "The lessons and activities are
Additionally, the difference in ratings between
significant to the students," with an average mean of Garment experts and DepEd teachers highlights the
4.91 from Garments experts and 4.45 from DepEd importance of having a more diverse group of
teachers. This indicates that both groups agree that the evaluators to obtain a more comprehensive and varied
module can provide significant learning experiences evaluation of instructional materials. It implies that the
for the students. developed module in basic dressmaking has received a

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strongly agree criteria from both Garments experts and Table 8. Test of Significant Difference in Terms of
DepEd teachers. However, there is still room for Format
improvement, particularly in criterion 3.

Table 7. Summary of Evaluation of the DepEd

Teachers and Garments Expert-Respondents on the
Developed Module in Basic Dressmaking
As indicated in the table, since the computed p-value
of 0.064 is greater than the 5% level of significance,
the null hypothesis is confirmed. Therefore, there is no
significant difference between the two groups of
respondents in terms of format.It implies that if the
null hypothesis is supported, any observed differences
in format ratings between the two groups are likely the
result of chance or random variation rather than a
significant difference. Thus, it may be inferred that
The Grand average Mean for both Garments experts both garment experts and DepEd teachers gave the
and DepEd teachers is in the Strongly Agree category module's format a generally positive evaluation. It
with 4.784 and 4.532, respectively.The result asserts appears from the statement that the null hypothesis is
that both respondents strongly agree that the developed supported that there is no statistical support for the
module in basic dressmaking is effective in terms of notion that the Garments specialists and DepEd
format, objective, content, organization, and teachers had significantly different opinions on the
assessment. The highest-rated criteria by both module's format. Therefore, it can be concluded that
Garments experts and DepEd teachers are the format both groups generally had favorable opinions on the
with an average mean of 4.86 and 4.73, respectively. module's format.
This indicates that both groups found the format of the
developed module to be excellent and effective. Table 9. Test of Significant Difference in Terms of
Objectives
Comparing the ratings given by Garments experts and
DepEd teachers, it is observed that Garments experts
gave a higher rating for all criteria compared to DepEd
teachers. This suggested that Garments experts have
higher expectations and standards for the module
compared to the DepEd teachers. The implication of As shown in the table, since the computed p-value of
the high ratings given by both Garments experts and 0.093 is greater than the 5% level of significance, the
DepEd teachers is that the developed module in basic null hypothesis is confirmed. Therefore, there is no
dressmaking is effective in enhancing the significant difference between the two groups of
competencies of learners. It also shows that the respondents in terms of objective.This result implies
module is well-designed, well-organized, and well- that the objective component of the module was
implemented. The results of the evaluation can be used evaluated identically by both groups, and any
to further improve and enhance the module to better discrepancies found can be attributed to chance or
meet the needs and expectations of the learners and the random variation.
teachers. This implies that both Garments experts and
DepEd teachers gave the basic dressmaking module Table 10. Test of Significant Difference in Terms of
strongly agree marks suggests that it is successful in Content
raising students' competency levels.

The significant difference between the two groups of

respondents in their evaluation of the developed
module in basic dressmaking
As indicated in the table, since the computed p-value

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of 0.002 is lower than the 5% level of significance, the

null hypothesis is not confirmed. Therefore, there is As illustrated in the table, since the computed p-value
significant difference between the two groups of of 0.026 is lower than the 5% level of significance, the
respondents in terms of content. This implies that the null hypothesis is not confirmed. Therefore, there is
substance of the module was rated differently by the significant difference between the two groups of
Garments specialists and DepEd teachers. The respondents in terms of assessment.This implies that
considerable disparity suggests that there are the assessment portion of the curriculum was rated
significant differences in how they perceive and assess differently by the Garments experts and DepEd
the module's content. This disparity in judgment may teachers. The significant discrepancy means that there
have been caused by elements including the content's are appreciable differences in their perceptions and
appropriateness, correctness, depth, and relevancy. assessments of the assessment techniques, instruments,
Furthermore, the observed difference in content ratings or strategies used in the module. Moreover, variance in
between the two groups is unlikely to be the result of evaluations is probably caused by actual variations in
chance or random variation, which is what it means to skill or performance between the two groups. Strong
reject the null hypothesis. The difference is shown to support for the idea that the observed differences are
be statistically significant and to have real-world meaningful and not just the consequence of random
repercussions. In addition, the significant difference fluctuations is provided by statistical analysis.
between content evaluation stresses the significance of
a thorough and inclusive approach to module Comments and Suggestions in the Developed and
development, embracing various viewpoints to Evaluated Module in Basic Dressmaking
guarantee that the material satisfies the expectations
and requirements of all engaged stakeholders. The followings are the comments and suggestions of
respondents regarding the Development and
Table 11. Test of Significant Difference in Terms of Evaluation of the module in Basic Dressmaking:
Organization (a)The module should have a pretest and post-test to
determine their prior learnings, as well as an answer
key, and each module should have a separate page to
identify the end of each lesson (b) the criteria checklist
is difficult to read because the font is so small. Hence,
the table content in the module is organized in an
As illustrated in the table, since the computed p-value orderly manner, and trainers' or students’ requirements
of 0.027 is lower than the 5% level of significance, the must be indicated in the module matrix (c) shorten
null hypothesis is not confirmed. Therefore, there is some of the explanations, and review some activities
significant difference between the two groups of not suitable to grade 7 students (d) very nice and very
respondents in terms of content.This implies that the well said about the difficult terms, have a preview
result of a significant difference in content evaluation about the history and nice crafting of illustrations (e)
points to the necessity for additional research and module is well organized and easy to understand, only
comprehension of the precise areas in which the two the last part of the module is not suitable for one
groups differed. This can offer information for quarter only especially to exploratory learners (f) the
improving the module's content while considering the operation and running of the machine take time. This
special needs and viewpoints of the two groups. The is more applicable to grade 9 and 10 students.
usefulness, relevance, and alignment of the program
with the demands of both Garments experts and
DepEd teachers can be improved by addressing these
Conclusion
disparities.
The study’s discoveries lead to the following
Table 12. Test of Significant Difference in Terms of conclusion:
Assessment
(1)The developed module in basic dressmaking
received positive feedback from both the DepEd
teachers and Garment expert respondents. (2) The
developed module in basic dressmaking is a well-
designed and self-learning module that complies with

Angeline V. Villareal 376/377

Psych Educ, 2023, 11: 368-377, Document ID:2023 PEMJ968, doi:10.5281/zenodo.8191960, ISSN 2822-4353
Research Article

the standards for effective teaching and learning. (3) Dator, Gemma S. (2018) Development and Evaluation of
Supplementary Instructional Learning Materials in Handicraft for
The developed module in basic dressmaking is
Grade 8 students.
effective in enhancing the competencies of learners.
Nardo, M. T. B. (2017). Modular instruction enhances learner
Given the conclusion formulated in the study, the autonomy. American Journal of Educational Research, 5(10).
following are hereby recommended: Okwelle, P. C., Deebom, M. T., Harcourt, P., & Okwelle, P. C.
(2017). Technical-Vocational education and training as a tool for
(1) Integrate the newly developed module on basic sustainable empowerment of youths in Niger Delta, Nigeria.
dressmaking into the DepEd Home Economics International Journal of Innovative Social & Science Education
curriculum. (2) Give students a full range of learning Research, 5(1), 29-38.

tools, develop a similar module for other related Tohidi, S., KarimiMoonaghi, H., Shayan, A., & Ahmadinia, H.
disciplines. (3) Further studies maybe conducted by (2019). The effect of self-learning module on nursing students'
the future researchers in order to validate the clinical competency: A pilot study. Iranian Journal of Nursing and
Midwifery Research, 24(2), 91.
effectiveness of the developed module and to
continuously improve its design and delivery. Torralba, J. A. (2017). Learning Modules in the Philippines: A
Historical Perspective. Journal of Research, Policy & Practice of
Teachers & Teacher Education, 7(2), 54-65.
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Chua, E. J., Añover, J. R., Cabrera, C., Hizon, C. A., Mallari, J. G.,
Affiliations and Corresponding Information
Tolentino, L. K., ... & Fernandez, E. (2021). IoT-Based automated
water monitoring and correcting modular device via LoRaWAN for Angeline V. Villareal
aquaculture. International Journal of Computing and Digital
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Marikina Polytechnic College - Philippines

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and

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