Publication Details
Abstract
This research evaluated the effectiveness of developed dressmaking learning modules in improving the academic performance and hands-on competencies of Junior High School learners under the Technical-Vocational- Livelihood (TVL) Garments specialization in selected public secondary schools in the South District, Division of Mandaue City, for School Year 2024–2025. The modules were assessed based on content quality, clarity of instructions, alignment with curriculum standards, and usability in both classroom and modular settings. Findings revealed that learners demonstrated significant improvement in their academic achievement, progressing from an Average Mastery Level in the pretest (M = 3.7) to a Level of Closely Approximating Mastery in the posttest (M = 8.2). Hands-on performance also increased notably, with learners achieving Excellent competence in garment construction and Very Satisfactory ratings in basic sewing techniques and creativity. Statistical analysis confirmed a significant difference between pre- and post-implementation performance, validating the modules as an instructional intervention. The study further revealed that while both teachers and learners rated the modules as Strongly Agree in terms of acceptability, challenges such as limited access to sewing machines, insufficient materials, and reduced motivation in modular learning environments persisted. These findings underscore the importance of providing resource support and structured facilitation to maximize module utilization. It is recommended that schools institutionalize the developed modules, provide sewing kits or practice hubs, and integrate feedback mechanisms and video-based demonstrations. The study concludes that well- designed learning modules, when paired with adequate support systems, can significantly enhance both theoretical understanding and practical competency in TVL programs.