Chapter 2

REVIEW OF RELATED LITERATURE

The Study of Dressmaking

Bueno (2022) concluded in his study that students need to have orientation about

the dressmaking and allow them to do hands-on to become more familiar before they

choose which course to be taken.

Chun (2020) believes that dressmaking is an act of self-expression. He said that

one aspect of dressmaking practice is to help the individual realize his/her personal

aesthetic perception through creative interpretation of society in temporality.

Allen (2022) profoundly believes that dressmaking is an art and thus, requires

some skills. According to her, while some sewing was relatively easy to do at home,

dressmaking was a more involved and complicated undertaking that required some

women to seek assistance from professional dressmakers.

The study of Bustalinio, et al (2024), they have explained how dressmaking had

the potential to be an alternative to purchasing clothing. Throughout much of history,

and certainly in the nineteenth century, women have had a hand in making clothing for

themselves, their families, and others. It is important to understand the experience of

the women who were making clothing at a time when both fashion and the technology

involved in its production were evolving quickly.

Dressmaking Laboratory Affects Students’ Performance

Adeogun (1999) believes that many factors affect the teaching and learning of

practical subjects. One of such factors is the availability and utilization of tools and

equipment. Tools and equipment for teaching are the educational resources that are

available in schools that can be used to achieve educational goals and objective.

This is supported by the conclusion of Pareek (2019) that it is important that

resources are made available for establishing laboratories with adequate facilities in

schools.

According to Bajaj (2017), laboratory teaching assumes that first-hand

experience in observation and manipulation of the materials is superior to other

methods of developing understanding and appreciation. Laboratory training is frequently

used to develop skills necessary for more advanced study or research.

Laboratories have direct effect on both students’ attitudes and academic

performance as per the instructional theory of learning interaction. It is generally

believed by Hager (1974) that constant practice leads to proficiency in what the learner

learns during classroom instruction; hence, the dictum “practice makes perfect”. The
quality of teaching and learning experience depends on the extent of the adequacy of

laboratory facilities in secondary schools and the teacher’s effectiveness in the use of

laboratory facilities with the aim of facilitating and providing meaningful learning

experiences in the learners.

According to Igwe (2003), a laboratory can be indoors, such as the adequately

planned and equipped rooms found in most schools, or outdoor, involving such

locations as a riverfront, workshop, field, and even a market for conducting scientific

experiments. He went on to say that regardless of the type of laboratory used in

teaching, the same laboratory experience should be obtained, which is a participation in

a series of experimental, observational, and demonstrating activities that allow students

to develop understanding of practical and theoretical concepts through problem solving.

Different literatures appreciate the frontline and crucial intervention of practical

activities in improving students’ academic achievement. In Nigeria, the students

exposed to practical activities gain higher average scores than the students exposed on

alternative to practical and gender has no significance effect on students’ performance

(Olutola, 2016).