Descriptive Statistics

Statement SA A D SD Mea Std.

n Dev.
N % N % N % N %
Ideation 58 10. 151 51.9 66 22. 10 3.4 2.84
.852
8 7
Survey 40 13. 136 46.7 94 32.3 16 5.5
2.65 .847
7
Fashion 104 35. 131 45.0 37 12. 16 5.5
3.09 .890
illustration 7 7
Design Approval 97 33. 126 43.3 48 16.5 16 5.5
3.02 .919
3
Sourcing 62 21. 135 46.4 70 24.1 19 6.5
2.79 .910
3
Spreading and 100 34. 123 42.3 45 15.5 18 6.2
3.01 .950
cutting 4
Assembly 83 28. 131 45.0 46 15.8 25 8.6
2.89 .982
5
Prototype 71 24. 131 45.0 64 22.0 19 6.5
2.83 .941
4
Fit and Review 109 37. 104 35.7 48 16.5 25 8.6 2.99 1.020
5
Finished Garment 115 39. 106 36.4 40 13.7 26 8.9 3.04
1.008
5

The descriptive statistics provided offer valuable insights into the perception of construction

processes by fashion design students in their learning. Overall, the students show a positive

attitude towards the majority of the processes. Fashion illustration, design approval, and

spreading and cutting processes receive relatively high levels of However, it is important to note

that there is some variability in responses, indicating that individual perspectives may differ.

Processes such as sourcing and fit and review receive mixed perceptions, with some students

expressing disagreement or uncertainty.

The descriptive statistics also reveal the standard deviation for each process, indicating the level

of variability in students' responses. Higher standard deviations imply a wider range of opinions

and diverse perspectives among the students. This suggests that while there is an overall positive

perception of the construction processes, there might be differing opinions and experiences

among fashion design students. This variability could be influenced by factors such as individual

learning styles. Understanding and addressing this diversity in perceptions can help educators

tailor their teaching approaches to meet the specific needs and preferences of the students,

ensuring a more inclusive and effective learning environment for fashion design.