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INSTABRIGHT e-GAZETTE
ISSN: 2704-3010
Volume III, Issue II
November 2021
Available online at https://www.instabrightgazette.com
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TECHNOLOGY-BASED INSTRUCTIONAL MATERIALS IN
DRESSMAKING GRADE 9: ITS ACCEPTABILITY
JOANNE A. LUZANO
MASTER TEACHER I
ANTONIO J. VILLEGAS VOCATIONAL HIGH SCHOOL
09657594310
joanne.luzano001@deped.gov.ph
ABSTRACT
Dressmaking is one of the specializations offered in Technical Vocational High School-
Strengthened Technical Education Program curriculum in the Philippines. Dressmaking covers
the application of modern approach to attune with the rapid changes of technology. Dressmaking
aims to prepare high school students with skills needed in the industry.
The main concern of this study was to develop a Technology-Based Instructional Materials
for Dressmaking to enhance the skills of the students. The passion to enhance students’
potentials to the fullest was the main goal of the developed Technology-Based Instructional
Materials. It included the development of students’ work habits, work ethics, and skills that
develop their productivity to equip them with skills to become a globally competitive individual.
This study aimed to determine the effectiveness and level of acceptability of the developed
Technology-based Instructional Materials in Dressmaking Grade 9.
Specifically, it sought answers to the following sub-problems:
1. What is the extent of utilization of Instructional Materials in Dressmaking Grade 9?
2. Based on the findings, what instructional materials maybe developed?

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Editorial Team
Editor-in-Chief: Alvin B. Punongbayan Associate Editor: Andro M. Bautista
Managing Editor: Raymart O. Basco Web Editor: Nikko C. Panotes
Manuscript Editors / Reviewers:
Chin Wen Cong, Christopher DC. Francisco, Camille P. Alicaway, Pinky Jane A. Perez,
Mary Jane B. Custodio, Irene H. Custodio, Mark-Jhon R. Prestoza, Keive O. Casimiro,
Rjay C. Calaguas, Mario A. Cudiamat, Jesson L. Hero, Albert Bulawat, Cris T. Zita, Allan M. Manaloto
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3. How do teachers and experts assessed the proposed Technology-based Instructional
Materials in terms of:
3.1 Content
3.1.1 Objectives;
3.1.2 Learning elements;
3.1.3 Application/Laboratory Activities; and
3.1.4 Evaluation
3.2 Acceptability
3.2.1 Organization;
3.2.2 Clarity;
3.2.3 Navigation;
3.2.4 Language and presentation; and
3.2.5 Usefulness.
4. Is there significant difference in the assessment of the two groups of respondents as
to above mentioned variables?
5. How do students perform during the pretest and posttest after using the Technology-
Based Instructional Materials in Dressmaking?
6. Is there significant difference between the performance of the pretest and posttest?
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The study hypothesized that:
1. There is no significant difference between the assessment made by the experts and teachers
on the level of acceptability of the developed Technology-Based Instructional Materials in
Dressmaking Grade 9 as to aforementioned variables.
2. There is no significant difference between the pretest and posttest of the students after the
utilization of the Technology-Based Instructional Materials in Dressmaking Grade 9.
INTRODUCTION
Technology has become one of the fundamental building blocks of modern society. Many
countries are now looking on the mastery of the basic skills and concepts of technology as an
inevitable part of the core of education.
There is, perhaps, no human endeavor that has been not utilized or affected by
technology. As technology aims to ease man’s burden and improve his effectiveness and
efficiency. Technology utilization has become imperative in this modern and fast changing world.
It has therefore, become a challenge for educators to utilize educational technology in the
most effective way they can bring about a responsive and meaningful education in the 21st
century.
Relative to this, various new models of education are evolving in response to the new
opportunities that are becoming available by integrating technology into teaching and learning
environment. The effective integration of such applications however depends on a large extent
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on the teachers’ familiarity and ability with the information technology learning environment.
Dressmaking teachers need to know exactly how technology is used as a teaching and learning
tool, for their own purposes and to help students to use them. This study was about the integration
of Technology in preparing instructional materials in Dressmaking with the overall aim of
increasing the effectiveness of teaching and improving students’ learning. The study outlined a
program of objectives and related activities for a technology enhance learning environment.
The developed Technology-based Instructional Materials in Dressmaking Grade 9 were
based on the lessons that were linked systematically to the content areas covered in the
curriculum provided in Competency-Based Curriculum Guide by the Technical Education Skills
Development Authority.
The Technology-Based Instructional Material developed by the researcher was meant to
teach a specific topic in Dressmaking for Grade 9. These are small and specific units of instruction
for teachers to use within the lesson.
The researcher considered the skills and knowledge level required for students to start
and complete the lessons, interactivity that will enhance teaching and learning process. The
lessons consist of instructional activities, concepts, laws and principles within their corresponding
activities where the teachers could determine if the students understand and learn what the
Technology-Based Instructional Material instruction provides.
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In this context, this Technology-Based Instructional Material in Dressmaking Grade 9 was
developed so as to aid the students’ of Dressmaking in understanding, assimilating and practicing
better the theories, principles and application of the lesson in dressmaking.
This study utilized the descriptive method of research with questionnaire as the main
instrument in assessing the level of acceptability of the Technology-Based Instructional Materials
in Dressmaking for improving competencies.
In this study, the researcher determined if the developed Technology-Based Instructional
Materials in Dressmaking for Grade 9 could improve the competencies of the High School Grade
9 Dressmaking students at Antonio J. Villegas Vocational High School, school year 2015-2016
based on the data gathered in the pre-test and post-test of the students. Through descriptive
method of research and Questionnaire as the instrument, the study revealed the acceptability of
Technology-Based Instructional Materials in Dressmaking in terms of Content- objectives,
learning elements, application/ laboratory activities and evaluation and acceptability-
organization, clarity, navigation, language and presentation and usefulness.
KEYWORDS
Application. Refers to practical experiences which offer opportunities for students to think
about problems that need to be solved, to seek information, investigate a range of choices,
manage their resources, express themselves with confidence, make judgments and decision and
evaluate their results.
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Clarity. Refers to the clearness of appearance, thought or style and language which the
researcher consider so that the developed Technology-based Instructional Materials in
dressmaking could reach the level of understanding the concepts of dressmaking.
Content. Refers to the lesson integrated in the developed material consisting of the
concept and principles, and other components necessary in teaching Garments.
Evaluation. Refers to the assessment done every end of an instruction or segment of
learning of Technology-Based Instructional Materials in Dressmaking Grade 9.
Experts. Refer to Principals, Head Teachers and Master Teachers who have
comprehensive and authoritative knowledge in Dressmaking who served as respondents in this
particular study.
Instructional Material. Refers to any plan of instructional content of function that is used
for teaching purposes. It includes textbooks, supplementary reading material, hand-outs,
modules, and other devices which are used in teaching.
Instructional Presentation. Refers to manner of presenting important components of
instructional segment essential for the improvement of academic performance of the students.
Language and Presentation. Refers to the construction and utilization of simple and
clear terms and/or concepts and principles in the developed Technology-Based Instructional
Materials in Garments to help students understand construct ideas, solve problems and apply it
to their daily living.
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Learning Element. Refers to the topics/ lesson provided in the Competency-Based
Curriculum in dressmaking where the Technology-Based Instructional Materials were based.
Navigation. Refers to the smooth flow or transition of contents of the developed
Technology-Based Instructional Materials and the fluidity of its access.
Objectives. Refer to the specific result that should be observed at the end of the learning
segment. In this study, the objectives refer to behavioral changes/ outcome expected in the
students after the utilization of the developed Technology-Based Instructional Materials.
Organization. Refers to the manner of sequencing the topics and the arranging of pre-
requisite knowledge relative to the competency required in accordance to the Competency-Based
Curriculum Guide in Garments.
Post-test. Refers to a formative assessment administered to the students after they had
mastered the usage of Technology-Based Instructional Materials. These are assessment consists
of fifty (50) items teacher-made test that evaluate how the students accurately and independently
apply with self-confidence the acquired knowledge and practical skills.
Pre-test. Refers to the formative assessment administered to the students before the
utilization of the Technology-Based Instructional Materials. It describes the tools and strategies
for students’ assessment that will be embedded in the developed Technology-Based Instructional
Materials.
Technology-Based Instructional Materials. Refers to the researchers’ developed
technology-Based Instructional Material in Dressmaking Grade 9 from where it is patterned to the
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Competency-Based Curriculum Guide in Dressmaking which includes concepts, laws, and
principles about particular lesson.
Usefulness. Refers to how effective the developed Technology-Based Instructional
Materials in enhancing and improving the level of performance and skills of the students. It also
determines whether the students acquired the needed knowledge and practical skills.
MATERIALS AND METHODS
This study used variety of instruments, namely:
1. Pre-test. The pre-test was given before the Technology-Based Instructional Material was
introduced to students. The result of their pre-test was recorded.
2. Post-test. The post-test was administered in forty-five (45) Grade 9 dressmaking students
handled by the researcher. The result of the post-test was recorded. The result was
evaluated to find out if there is significant difference exist from the result of pre-test. The
post-test result of the students was compared to the pre-test.
3. Competency-based Curriculum Guide
It contained the concepts of competencies required for Grade 9 Dressmaking
approved by the Department of Education and Technical Education Skills Development
Authority.
This was used as a guide in developing the Technology-based instructional
materials in Dressmaking Grade 9.
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4. Technology-Based Instructional Materials
It covered all topics in the approved Competency-based Curriculum Guide for
Dressmaking Grade 9 which was aimed to improve the performance of Grade 9
Dressmaking students. The instructional materials were in a form of power point
presentation through the use of computer, video speaker and slides presentation. Printed
pictures were also used also for exercises and evaluation purposes.
5. Survey Questionnaire
The primary instrument used to determine the acceptability of the developed
Technology-Based Instructional Materials. Part I of the questionnaire contained the
demographic profile of the respondents as to: gender, civil status, age, educational
attainment and teaching experience. Part II contained the criteria for the assessment
made by the two groups of respondents on the level of acceptability of the developed
Technology-based Instructional Materials in Dressmaking in terms of Content- objectives,
learning elements, application/ laboratory activities and evaluation; and acceptability-
organization, clarity, navigation, language and style and usefulness.
Data Gathering Procedure
The following steps were undertaken in the conduct of the study.
1. Submitted a letter of request to the Division Schools Superintendent for the conduct of the
study;
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2. Submitted a letter of request to distribute questionnaire to the Principal of every school under
investigation;
3. Development of the survey questionnaire was followed through the guidance of the
researcher’s adviser;
4. Validated the instrument by two graduate professors of EARIST and was administered to the
four (4) graduate school students of EARIST who were not a respondents of the study;
5. Took further suggestions and recommendations from the researcher’s adviser after the
validation and dry run;
6. Revised and reproduced for distribution the validated instrument to the two groups of
respondents;
7. Administered and retrieved the research instrument from the two groups of respondents from
the seven schools under study;
8. Administered the pretest before the utilization of the developed Technology-Based
Instructional Materials in Garments to item analysis;
9. Administered the posttest after the utilization of the developed Technology-Based
Instructional Materials in Garments;
10. Undertook significant difference between the pretest and posttest through the help of a
statistician;
11. Tabulated and subjected the data gathered for statistical treatment;
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12. Analyzed, interpreted, and statistically treated the data collected and tabulated with the help
of statistician;
13. Submitted the manuscript to the researcher’s adviser for further corrections/ suggestions (if
any) and approval; and
14. Reproduced copies of the manuscript for final defense.
Statistical Treatment of Data
The following statistical tools were used:
1. Frequency. It is the actual response to a specific item or question in the questionnaire
where the respondent picks choices.
2. Percentage.
𝑓
%= ∗ 100
𝑁
Where:
% = percentage
f = frequency
N = total number of respondents
100 = constant factor
In this study, it was used to compare the distribution of the two groups of respondents
in relation to: the actual number of respondents, age range, gender, civil status, length of
service, and highest educational attainment.
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3. Ranking. This was used to reinforce the percentage showing the proportional importance
of a considered item.
4. Weighted Mean.
𝑥̅ = ∑ f x1
N
Where:
X = weighted mean
∑ = summation
f = frequency
X1 = weight of the scale
N = number of respondents
To determine the level of acceptability of the developed Technology-based Instructional
Materials in Garments, the five-point Likert’s scale was used to interpret ratings of respondents.
Option Range Verbal InterpretationSymbol
5 4.20 - 5.00 Highly Acceptable (HA)
4 3.40 - 4.19 Acceptable (A)
3 2.60 – 3.39 Moderately Acceptable (MA)
2 1.80 – 2.59 Least Acceptable (LA)
1 1.00 – 1.79 Not Acceptable (NA)
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This was used to describe the assessment made by the school administrators and
teachers’ groups of respondents on level of acceptability of the developed Technology-Based
Instructional Materials in Garments as to the aforementioned variables (Pagoso and Montana,
2004).
5.Mean Percentage Score.
100
where:
MPS = Mean percentage Score
 = mean
N = Number of Items
MPS Descriptive Equivalents
Score Verbal Interpretation Symbol
96-100 Mastered M
86-95 Closely Approximating Mastery CAM
66-85 Moving Towards Mastery MTM
35-65 Average A
15-34 Low Mastery LM
4 -14 Very Low Mastery VLM
0–4 Absolutely No Mastery ANM
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MPS indicates the ratio between the number of correctly answered items and the total
number of the questions or the percentage of correctly answered items in a test – National
Achievement Test.
6.t-test.
6.1. t-test for independent samples
𝑥̅ 1−𝑥̅ 2
t= 2 2
√𝑆1 + 𝑆2
𝑁1 𝑁2
where:
t = computed t-value
X1= average mean of the assessment made by expert group of respondents
X2= average mean of the assessment made by teachers’ group of respondents
S1²= variance of the expert group of respondents
S2²= variance of the teacher group of respondents
n1= total number of experts
n2= total number of teachers
This is used for independent samples to determine if significant difference exists
between the assessments of two groups of respondents on the level of acceptability of the
developed Technology-Based Instructional Materials in Garments as to the
aforementioned variables. The formula used was (Pagoso and Montana, 2004).
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6.2. t-test for dependent samples
∑D
t=
n∑ D² - ( ∑D )²
n–1
where:
∑D = summation mean of the difference between the pre-test and post-test
∑D² = summation mean square of the difference between the pre-test and post-test
n = number of respondents
This is used for dependent variable to be used to compute the significant difference
between the pretest and posttest mean scores of students in Dressmaking 9.
The computed t-value was 3.09 as against the t-critical value of 1.684. Hence, there
is a significant difference in the pretest and posttest of the students after using the
Technology-Based Instructional Material.
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RESULTS AND DISCUSSION
The salient findings of the study were as follows:
1. On the extent of Utilization of Instructional Materials in Dressmaking:
Among the instructional materials used in dressmaking, Technology-Based Instructional
Material was least utilized as assessed by the respondents with a weighted mean of 2 and
interpreted as “Least Utilized”.
2. On the Instructional Material maybe developed:
As revealed from the findings in sub-problem no.1, the instructional material that was
developed is Technology-based Instructional Materials for teachers handling Dressmaking
classes.
3. On the level of acceptability of the developed Technology-Based Instructional
Materials in Dressmaking Grade 9 as assessed by experts and teachers.
Part I which is the content of the Technology-Based Instructional Materials, the summary
table revealed that, rank no. 1 is the “Objectives,” with a weighted mean of 4.12 (Acceptable).
Rank no. 2 is the “Evaluation,” with a weighted mean of 4.04 (Acceptable). Rank no. 3 is the
“Learning Elements,” with a weighted mean of 3.99 and rank no. 4 is the “Application/Laboratory
Activity,” with a weighted mean of 3.97 (Acceptable). Part II was the acceptability of the
Technology-Based Instructional Material. The summary table stated that rank no. 1 is “Language
and Presentation,” with a weighted mean of 4.09 (Acceptable). Rank no. 2 is “Usefulness,” with a
weighted mean of 4.05 (Acceptable). Rank no. 3 is “Clarity,” with a weighted mean of 3.96
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(Acceptable). Rank no. 4 is “Organization,” with a weighted mean of 3.87 (Acceptable). Rank no.
5 is “Navigation,” with a weighted mean of 3.86 (Acceptable).
3.1. Content
3.1.1. Objectives
This was assessed acceptable by both groups of respondents as revealed by the overall
composite weighted mean of 4.17 from the expert group of respondents and an overall composite
weighted mean of 4.07 from the teacher group of respondents.
3.1.2. Learning Elements
Findings revealed that the learning elements of the developed Technology-Based
Instructional Materials in Garments was acceptable as shown by the overall composite weighted
mean of 4.00 from the experts’ group of respondents and an overall composite weighted mean of
3.98 from the teacher group of respondents.
3.1.3. Application/ Laboratory Activity
This was assessed acceptable as revealed by an overall composite weighted mean of
3.79 from the expert group of respondents and an overall composite weighted mean of 4.15 from
the teacher group of respondents.
3.1.4. Evaluation
Findings revealed that both groups of respondents assessed the evaluation included in
the developed Technology-Based Instructional Materials in Garments acceptable as shown by an
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overall composite weighted mean of 4.03 from the expert group of respondents and an overall
composite weighted mean of 4.06 from the teacher group of respondents.
The content of the developed Technology-Based Instructional Materials in Garments was
assessed acceptable by both group of respondents as to the aforementioned variables. This was
evidenced by an overall composite weighted mean of 4.00 from the expert group of respondents
and an overall composite weighted mean of 4.03 from the teacher group of respondents.
3.2. Acceptability
3.2.1. Organization
This was assessed acceptable by both groups of respondents as revealed by the overall
composite weighted mean 3.83 from the expert group of respondents and an overall composite
weighted mean of 43.91 from the teacher group of respondents.
3.2.2. Clarity
This was assessed acceptable as revealed by an overall composite weighted mean of
3.2.3. Navigation
This was assessed acceptable as an evidence by an overall composite weighted mean
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3.2.4. Language and Presentation
This was assessed acceptable by both groups of respondents as an evidence by an
overall composite weighted mean of 4.00 from the expert group of respondents and an overall
composite weighted mean of 4.17 from the teacher group of respondents.
3.2.5. Usefulness
This study revealed that as to usefulness, the developed Technology-Based Instructional
Materials in Garments was assessed acceptable with an overall composite weighted mean of
4.04 from the expert group of respondents and 4.05 and an overall composite weighted mean of
4.05 from the teacher group of respondents.
The acceptability of the proposed Technology-Based Instructional Materials in Garments
was assessed acceptable by both groups of respondents as to the aforementioned variables. This
was evidenced by an overall composite weighted mean of 3.92 from the expert group of
respondents and an overall composite weighted mean of 4.01 from the teacher group of
respondents.
4. On the significant difference between the assessments of the two groups of
respondents:
For the significant differences in the assessment of the variables in Part I, as for the
objectives, content, language and style and organization were found to have no significant
differences. Therefore, the null hypotheses were accepted. Unlike, “application/laboratory
activity,” was found to have a significant difference. Hence, the null hypothesis was rejected,
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hence, there is a significant difference in the assessment of the Technology-Based Instructional
Material in terms of “application/laboratory activity,” as assessed by the respondent. As regards
to the Part II variables, organization, clarity, navigation and usefulness, these were noted to have
“no significant differences.” However, in “language and presentation,” the t-computed value
obtained 14.72 which is quite greater than the t-critical value of 1.699. Thus, the null hypothesis
was rejected. Therefore, there was a significant difference in the assessment of the respondents
as to the Technology-Based Instructional Material in terms of language and presentation.
5. On the students’ performance in the pre-test and post-test:
Findings in this study revealed that the students obtained a mean of 11.25 or 61.15 percent
in the pretest with a verbal interpretation of average and 33.08 or 83.08 percent and verbally
interpreted as moving towards mastery in the posttest, with a gain score of 21.83.
6. On the significant difference between the pre-test and post-test:
Findings revealed that the computed t-value was 3.09 as against the t-critical value of
1.684. Thus, resulting to the rejection of the null hypothesis. Hence, there was a significant
difference in the pretest and posttest of the students after using the Technology-Based
Instructional Material.
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CONCLUSIONS
From the findings of the study, the following conclusions were hereby drawn:
1. The instructional material highly utilized in Dressmaking was Textbook. Instructional material
like workbook, module and magazines and journals were moderately utilized. The
Technology-Based Instructional Material was least utilized in teaching dressmaking.
2. Based on the findings, there was a need to develop a Technology-Based Instructional Material
in Dressmaking to enhance students’ skills.
3. For Part I, the content of the Technology-Based Instructional Material in terms of Objectives,
Learning Elements, Application/Laboratory Activity and Evaluation were all “acceptable,” by
the respondents. Similarly, Part II which is the acceptability of the Technology-Based
Instructional Material in terms of Language and Presentation, Usefulness, Organization,
Clarity and Navigation were all “acceptable,” by the respondents.
4. The respondents approved that the aforementioned variables specifically for Part I and Part II
should serve as guide in the preparation of the Technology-Based Instructional Material for
Dressmaking.
5. The post-test results of the student respondents had greatly increased after using the
Technology-Based Instructional Material.
6. There was a great improvement in the performance of the students after the implementation
of the Technology-Based Instructional Material.
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RECOMMENDATIONS
From the conclusions, the following recommendations are hereby offered:
1. Encourage the development of Technology-Based Instructional Materials in Dressmaking for
teachers and students;
2. Reproduce and distribute the Technology-Based Instructional Material in Dressmaking as
supported by school administrators;
3. Organized a committee to design, develop, and evaluate instructional materials in all subject
areas;
4. Send Dressmaking Teachers to trainings, seminars and conferences to update and upgrade
their knowledge and expertise regarding instructional materials development;
5. Extend financial support given by DEPED for the reproduction of any appropriate Instructional
Material developed by the subject teachers;
6. To further determine the effectiveness of enhancing the performance level of Dressmaking
students’, follow-up study is recommended using different variables and setting; and
7. Additional computer units be provided by school administrators.
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REFERENCES
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Oliva, E. Don’t (2008). Confuse ICT Education with ICT Tools. Inquirer.Net (Pub.05-30-
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San Juan, Sarah L. (2010). Evaluation of Learning Modules in Drafting Basic Pattern for the
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INSTABRIGHT e-GAZETTE

Dressmaking is one of the specializations offered in Technical Vocational High School-

Strengthened Technical Education Program curriculum in the Philippines. Dressmaking covers

Technology-based Instructional Materials in Dressmaking Grade 9.

Specifically, it sought answers to the following sub-problems:

1. What is the extent of utilization of Instructional Materials in Dressmaking Grade 9?

2. Based on the findings, what instructional materials maybe developed?

Materials in terms of:

3.1.2 Learning elements;

3.1.3 Application/Laboratory Activities; and

3.2.4 Language and presentation; and

4. Is there significant difference in the assessment of the two groups of respondents as

to above mentioned variables?

Based Instructional Materials in Dressmaking?

on the level of acceptability of the developed Technology-Based Instructional Materials in

Dressmaking Grade 9 as to aforementioned variables.

utilization of the Technology-Based Instructional Materials in Dressmaking Grade 9.

inevitable part of the core of education.

of Technology in preparing instructional materials in Dressmaking with the overall aim of

The developed Technology-based Instructional Materials in Dressmaking Grade 9 were

curriculum provided in Competency-Based Curriculum Guide by the Technical Education Skills

The Technology-Based Instructional Material developed by the researcher was meant to

for teachers to use within the lesson.

Technology-Based Instructional Material instruction provides.

developed so as to aid the students’ of Dressmaking in understanding, assimilating and practicing

better the theories, principles and application of the lesson in dressmaking.

instrument in assessing the level of acceptability of the Technology-Based Instructional Materials

in Dressmaking for improving competencies.

In this study, the researcher determined if the developed Technology-Based Instructional

Technology-Based Instructional Materials in Dressmaking in terms of Content- objectives,

learning elements, application/ laboratory activities and evaluation and acceptability-

organization, clarity, navigation, language and presentation and usefulness.

evaluate their results.

researcher consider so that the developed Technology-based Instructional Materials in

dressmaking could reach the level of understanding the concepts of dressmaking.

concept and principles, and other components necessary in teaching Garments.

Evaluation. Refers to the assessment done every end of an instruction or segment of

learning of Technology-Based Instructional Materials in Dressmaking Grade 9.

comprehensive and authoritative knowledge in Dressmaking who served as respondents in this

for teaching purposes. It includes textbooks, supplementary reading material, hand-outs,

modules, and other devices which are used in teaching.

Instructional Presentation. Refers to manner of presenting important components of

to their daily living.

Curriculum in dressmaking where the Technology-Based Instructional Materials were based.

Navigation. Refers to the smooth flow or transition of contents of the developed

Technology-Based Instructional Materials and the fluidity of its access.

students after the utilization of the developed Technology-Based Instructional Materials.

requisite knowledge relative to the competency required in accordance to the Competency-Based

Curriculum Guide in Garments.

apply with self-confidence the acquired knowledge and practical skills.

Technology-Based Instructional Materials. Refers to the researchers’ developed

technology-Based Instructional Material in Dressmaking Grade 9 from where it is patterned to the

principles about particular lesson.

Usefulness. Refers to how effective the developed Technology-Based Instructional

MATERIALS AND METHODS

This study used variety of instruments, namely:

introduced to students. The result of their pre-test was recorded.

post-test result of the students was compared to the pre-test.