CHAPTER I

INTRODUCTION

Dressmaking courses teach the art of creating unique garments to suit an

individual’s specific requirements, body shape, fitting preferences and/or personal taste.

Skilled dressmakers customize highly fashionable garments using a variety of different

fabrics. So, it needs to follow a step-by-step process and choose the best pattern. As a

student, they must first start with the basics of dressmaking before jumping onto the

next level wherein they have to utilize and literally apply what they have learned by

sewing or creating clothes (Bolger, 2012).

Dressmaking, as stated by Dunlop (2011), is a “hands on” practice. It highlights –

and celebrates – an embodied sense of location. According to Allen (2022), during the

1800s and early 1900s, sewing and dressmaking were skills that women were expected

to have in order to fulfill their roles as wives and mothers.

Dressmaking laboratory, tools and equipment plays a significant role in

dressmaking. It is essential in sewing which aid in construction of garments with good

quality. Many factors affect the performance and achievement of dressmaking and

tailoring students, one of such factors is the lacking dressmaking laboratory tools and

equipment. Lack of tools may have an impact in the students as it may lead to

inefficiencies, diminished results, and possible damages (Bejel, et. al., 2019)
 The dressmaking industry constitutes one of the most dynamic economic

activities in the international market. For this reason, the governments of certain

countries, especially in Asia, utilize this sector as support for their industrialization

process principally due to the employment possibilities it represents (Borre, et al, 2000).

Tools and equipment serve as educational resources used by teachers in

teaching the learners. These include workshops, equipment and tools. These influence

the academic performance of students and prepare them for useful living (Uwameiye,

2016).
SIGNIFICANCE OF THE STUDY

Being able to study the status of the dressmaking laboratory will provide valuable

information about the extent of its effect to the performance of Grade 12 students.

It would help the students from the Technical-Vocational-Livelihood strand to

share their thoughts concerning the dressmaking laboratory and its effect on their

performance.

It would likewise help the TVL Teachers to assess the effectiveness of their

dressmaking laboratory.

Moreover, it would help the TNHS Administration to formulate strategies to make

the dressmaking laboratory more effective in the future.

Lastly, this study would provide satisfactory data to help future researchers who

might choose to study about similar and/or related topic.

OBJECTIVES OF THE STUDY

This generally aims to study the level of the effect of dressmaking laboratory to

the performance of the students.

This also specifically seeks to:

1. Determine the frequency of usage of dressmaking laboratory in the school;

2. Identify the status of dressmaking laboratory; and

3. Know the challenges faced when using the dressmaking laboratory.

SCOPE AND LIMITATIONS OF THE STUDY

This will be conducted with twenty (20) respondents who are all Grade 12 – TVL

Students of Tunggol National High School. The questions prepared on this interview are

all open-ended.

OPERATIONAL DEFINITION OF TERMS

1. Dressmaking – the art of sewing clothes and dresses that we can use every day

2. Effect – cause (something) to happen; bring about an action or a change which is

a result or consequence of an action or other cause.

3. Laboratory – a room or building equipped for experiments, research, teaching or

for workshops.

4. Performance – implies the academic performance of the students relating to their

dressmaking activities