Republic of the Philippines

SORSOGON STATE UNIVERSITY

Graduate School
Sorsogon City Campus
Magsaysay St., Sorsogon City
Tel.No.: (056) 211 0178; E-mail Add.: ssc@sorsu.edu.ph

RESEARCH PROPOSAL FORM

I. BASIC INFORMATION
A. Project Title
Exploring the Effectiveness of Integrating Digital Tools in Dressmaking Technology
Education: A Study on Student Learning Outcomes and Skill Acquisition
B. Proponent/s:
Name Rank Contact No Email Field Role
Fatima Ann A. Job Order 0991-856-1221 bfatimaann@gmail.com Project
Bartolome Trainer Leader
0926-117-3475

C. Research Priority Area/ Theme Applying for

Priority Area: Student Engagement and Academic Achievement

Theme Applying for: Advancing Technological Integration in Vocational Education for Enhanced
Learning Outcomes in Dressmaking Technology
D. Project Duration: June 1, 2023 to June 1, 2024

E. Total Budget Requested (In Philippine Peso) Php 50,000.00

F.Implementing Agencies – Technical Education and Skills Development Authority

(TESDA)
G. Beneficiaries – Students/ trainees, teachers/ trainers curriculum developers

II. TECHNICAL DESCRIPTION

A. Rationale/Significance
The research proposal's justifications include filling a knowledge gap, embracing
technology improvements, satisfying industrial demands, improving learning outcomes,
guiding educational practices, and encouraging creativity. This research proposal
intends to contribute to the area and ultimately improve the educational experiences and
results of students in this subject by examining the efficacy of incorporating digital tools
in dressmaking technology instruction.
B. Objectives
This research proposal aims:

 To identify the specific digital tools that are most effective in dressmaking
technology education.
 To assess the impact of integrating digital tools on student engagement in
dressmaking technology education
 To provide recommendations for effective integration of digital tools in
dressmaking technology education
C. Significance/purpose of the Study
 The purpose of the study is to improve student learning outcomes, skill acquisition, and
overall educational experiences in this sector by providing evidence-based insights on
the efficiency of incorporating digital technologies in dressmaking technology education.
And to also help the curriculum developers and teachers to improve the learnings and
engagements of students in technology sector.
D. Scope and Delimitation
It aims to investigate how students' learning outcomes and the development of their
specialized skills are affected by the usage of digital resources.

Students studying dressmaking technique from a certain educational institution or

institutions will participate in the study. The study's primary focus will be on how well
students learned dressmaking procedures, how to make clothes, how to make patterns,
how to choose fabrics, and other pertinent subjects.

The efficiency of several digital technologies that are frequently employed in

dressmaking technology instruction will be investigated in this study. These could
consist of computer-aided design (CAD) software, digital pattern drafting tools, online
tutorials, virtual simulations, and other pertinent technology. The study will evaluate how
these digital tools' integration affects students' motivation, engagement, and academic
achievement as a whole.
E. Methodologies
Qualitative research methods: To get a thorough knowledge of participants'
experiences, views, and behaviors, qualitative approaches collect and analyze non-
numerical data. The efficiency of digital technologies in dressmaking technology
instruction will be investigated in this study using qualitative methodologies, which can
better understand students' perceptions. To acquire rich, descriptive data about
students' involvement, motivation, and skill development, this can include interviews,
focus groups, and observational techniques.
F. Expected Output/s
1. Publications (in recognized journals);
- to produce insightful findings and advance our understanding of dressmaking
technology instruction. The article will highlight the study's findings, conclusions,
and consequences while offering advice and suggestions for teachers,
curriculum designers, and decision-makers.

2. Patents (tangible measures of innovation);

3. Products (commercial value of the output);

4. People services (increase in scientific workforce and/or extension programs);

5. Places (facilities that enable increased 4Ps output);

6. Policies (adopted science-based guidelines)

III. WORKPLAN

DURATION MONTHS

Q1 Q2 Q3 Q4
ACTIVITIES OUTPUTS
1 1
1 2 3 4 5 6 7 8 9 11
0 2
 1. Planning Proposal
Phase
(conceptualization,
drafting of the proposal)

1.Data Gathering: Primary &

literature, survey, Secondary
interview Data
3.Interpretation of Data

Summary,
Recommend
4.Summary of Findings
ation &
Conclusion
Research
Output,
Prespentatio
5.Finalization of Paper n to the
different for
a&
publication
IV. BUDGETARY REQUIREMENTS

DURATION MONTHS

Q1 Q2 Q3 Q
ACTIVITIES 4 OUTPUTS
1 1 1
1 2 3 4 5 6 7 8 9
0 1 2
A. Personnel
Services
Project Leader

B. Maintenance and
Other Operating
Expenses
1. Travelling
Expenses,

2. Supplies and
materials,

3. Representation
expenses,

4. Others
 V. REFERENCES

Almerich, G., Suárez-Rodríguez, J., Díaz-García, I., & Cebrián-Cifuentes, S. (2020b). 21st-
century competences: The relation of ICT competences with higher-order thinking capacities
and teamwork competences in university students. Journal of Computer Assisted Learning,
36(4), 468–479.
https://doi.org/10.1111/jcal.12413.

Chandra, V., & Fisher, D. (2019). Examining the relationship between digital tools and
student engagement in the classroom. Journal of Digital Learning in Teacher Education,
35(1), 20-31. doi:10.1080/21532974.20
https://www.researchgate.net/publication/38183922

Kardas, G., & Sevimli-Celik, S. (2020). The effect of digital tools on learning outcomes: A
meta-analysis. Computers & Education, 153, 103909.
doi:10.1016/j.compedu.2020.103909

Prepared by:

Fatima Ann Alfonso Bartolome__

Research Proponent