Competency Levels and Barriers to Mastery in Dressmaking for Bachelor of Technology

and Livelihood Education Students

A Research Proposal

Bachelor of Technology and Livelihood Education Major in Home Economics

Salay Community College

Zone 2, Poblacion, Salay Misamis Oriental 9007

Charies Y. Sinto
Hyena C. Dagondon
Reynel N. Insik
Grace L. Lutawan
Sharmaine Y. Caneos
Fritze G. Tandog

BTLED – 3D

Lannie F. Valdehueza
Research Adviser

December 16, 2024

 TABLE OF CONTENTS

Page

COVER PAGE i

TABLE OF CONTENTS ii

Chapter

1 THE PROBLEM AND ITS SCOPE

Introduction……………………………. …………. ………1

Theoretical and Conceptual Framework………….4

Schematic Diagram………………………………………6

Statement of the Problem……………………………..7

Hypothesis………………………………………………….8

Significance of the Study……………………………….8

 Scope and Delimitations of the Study……………..8

Definition of Terms………………………………………11

2 REVIEW OF RELATED LITERATURE

AND STUDIES
Competency level in Dressmaking…………………15

Pattern drafting and cutting…………………………..16

Barriers to Mastery in Dressmaking ………………….17

3 METHODS

Research Setting…………………………………….……..19

Research Design…………………………………………….22

Respondents and Sampling Procedures…………….23

Research Instruments…………………………………….24

Scoring Procedure………………………………………….25
 Data Gathering Procedure……………………………….27

Validity and Reliability of the Instruments…………..30

Statistical Techniques……………………………………..31

4 REFERENCES
 Chapter 1

THE PROBLEM AND ITS SCOPE

Dressmaking is a critical and multifaceted skill within the fashion and design industry. It

demands a combination of technical proficiency, creativity, and attention to detail, involving

essential tasks such as pattern drafting, cutting, and garment construction. For students enrolled

in the Bachelor of Technology and Livelihood Education (BTLED) program, particularly those

specializing in fashion and design, mastering these competencies is essential to their academic

and career success. These skills form the foundation for their future work in the fashion industry,

where the demand for high-quality garments and innovative designs is ever-growing. However,

at Salay Community College, it has been observed that many Bachelor of technology and

livelihood education students experience significant difficulties in mastering the art of pattern

drafting and cutting, which are core aspects of dressmaking. These challenges directly affect

their academic performance and confidence, hindering their readiness for entry into the

competitive fashion and design industry.

Through ongoing observations, it has become clear that students’ struggles with

dressmaking can be attributed to several key barriers, both external and internal in nature.

Resource barriers, such as inadequate sewing equipment, limited materials, and a lack of up-to-

date technology, restrict students’ opportunities for hands-on practice, which is crucial for

developing competency in pattern drafting and cutting (Chen et al., 2020). Furthermore,

institutional barriers—such as outdated curricula that do not align with industry standards, and

insufficient training facilities—pose additional obstacles to students' ability to achieve mastery in

these essential skills. These barriers have created an educational gap, limiting students’ exposure

1
to the latest techniques and hindering their ability to meet industry expectations (Brown &

White, 2021).

Additionally, personal factors such as lack of time management skills, low self-efficacy,

and insufficient academic support contribute to the challenges students face in mastering

dressmaking skills (Kim & Lee, 2018). Many Bachelor of technology and livelihood education

students struggle with balancing their academic workload with practical training, which is crucial

for skill acquisition in fields like fashion design. Environmental barriers, such as poorly

equipped or unattractive learning spaces, further exacerbate these difficulties, diminishing the

quality of education and the overall learning experience. These obstacles prevent students from

fully developing the skills necessary to succeed in the highly competitive field of fashion and

design. The gap between the competencies required for success in the industry and the abilities

acquired by students in academic settings is growing, undermining their potential career success.

The importance of competency in dressmaking cannot be overstated. The ability to draft

accurate patterns and execute precise cutting is integral to creating well-fitting, professional

garments. However, despite its significance, many students at Salay Community College have

yet to attain proficiency in these areas, which calls for a closer examination of the underlying

barriers they face. This competency gap is particularly concerning as it directly impacts students'

academic outcomes, as well as their self-confidence and motivation. Without the necessary skills,

students may feel disillusioned and may not fully pursue careers in fashion and design, limiting

their future opportunities. There is also a risk that they will enter the workforce underprepared,

unable to meet the demands of employers, or compete effectively with their peers who have had

access to better resources and support systems.

2
 Despite the growing recognition of the importance of dressmaking skills, little research

has been done to examine the specific barriers that hinder students from mastering these

competencies, particularly in the context of Bachelor of Technology and Livelihood Education

students at Salay Community College. Most existing studies focus on broader educational

challenges but fail to address the unique issues faced by students in technical and vocational

fields such as fashion and design. As a result, there is a significant gap in the literature

concerning the relationship between barriers to mastery and competency levels in dressmaking,

specifically in areas such as pattern drafting and cutting. This gap in knowledge motivates the

current study, which aims to examine how resource, institutional, personal, and environmental

barriers impact the competency levels of Bachelor of Technology and Livelihood Education

students at Salay Community College.

The objective of this study is to investigate how various barriers affect the competency

levels of students in pattern drafting and cutting. Specifically, it seeks to identify the key barriers

—resource, institutional, personal, and environmental—that hinder students' ability to acquire

the necessary skills in dressmaking. Through this investigation, the study will offer valuable

insights that can inform strategies to improve teaching practices, optimize resource allocation,

and enhance the overall learning environment for Bachelor of Technology and Livelihood

Education students. The findings from this study will contribute to the development of more

effective educational interventions that can help students overcome these barriers and ultimately

improve their performance and readiness for careers in the fashion and design industry.

By addressing the gaps in knowledge and exploring potential solutions, this research will

provide a roadmap for improving dressmaking education at Salay Community College,

empowering students to excel academically and professionally.

3
Theoretical and Conceptual Framework

The theoretical framework for this study draws on three key educational theories that will

help explain the relationship between barriers to mastery and competency levels in dressmaking.

First, Social Cognitive Theory (Bandura, 2016) emphasizes the role of observation, self-efficacy,

and social interactions in learning. According to this theory, students' competencies in

dressmaking are influenced not only by personal abilities but also by the resources and feedback

available from instructors, peers, and the learning environment. Barriers such as limited access to

equipment or feedback can diminish students' self-confidence and motivation, ultimately

hindering their progress.

Second, Constructivist Learning Theory (Jonassen, 2017) argues that learners build

knowledge through active engagement with their environment. In the context of dressmaking,

students learn best when they engage in hands-on activities, such as sewing and pattern drafting,

within a supportive learning environment. Barriers like insufficient practice opportunities or

outdated instructional methods can prevent students from fully developing their skills, limiting

their ability to reach their Zone of Proximal Development (Vygotsky, 2014).

Finally, Human Capital Theory (Becker, 2014) suggests that investments in education,

such as resources, training, and industry exposure, contribute to an individual’s ability to succeed

professionally. For dressmaking students, overcoming barriers like inadequate facilities or

curriculum misalignment with industry standards is crucial to developing the necessary

competencies to thrive in the competitive fashion industry.

Variables of the Study

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 The independent variable (IV) in this study is barriers to mastery in dressmaking, which

includes resource barriers (limited access to equipment and materials), institutional barriers

(outdated curricula or lack of industry alignment), personal barriers (self-doubt or low

motivation), and environmental barriers (lack of hands-on practice or exposure to industry

practices). These barriers can significantly impact students' ability to develop technical and

creative skills in dressmaking.

The dependent variable (DV) is competency in dressmaking, which encompasses

students' technical skills (pattern drafting and cutting). By examining how barriers affect

competency, this study seeks to identify how educational practices can be improved to help

students overcome these obstacles and succeed in the program.

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 Page
1

Schematic Diagram Showing the Relationship between the Dependent and Independent
Variables

Independent variable Dependent variable

Barriers to mastery in
dressmaking Competency level in

- resource barriers dressmaking

- institutional barriers
(pattern drafting and cutting)
- personal barriers
- environmental barriers

Figure 1. The schematic diagram

6
Statement of the Problem

This study aims to investigate the relationship between barriers to mastery in dressmaking and

the competency levels of Bachelor of Technology and Livelihood Education (BTLED) students,

particularly in the areas of pattern drafting and cutting. Specifically, it seeks to answer the

following questions:

1. What is the level of barriers to mastery in dressmaking in terms of:

a. Resource barriers,

b. Institutional barriers,

c. Personal barriers, and

d. Environmental barriers?

2. What is the competency level of Bachelor of Technology and Livelihood Education

students in dressmaking, particularly in:

a. Pattern drafting, and

b. Cutting?

3. Is there a significant relationship between the identified barriers to mastery in

dressmaking and the competency levels of Bachelor of Technology and Livelihood

Education students in pattern drafting and cutting?

7
This research seeks to provide insights into how various barriers affect students' skill

development and offer recommendations for improving educational practices and resource

allocation in dressmaking programs.

Hypothesis

Ho1: There is no significant relationship between the barriers to mastery in dressmaking

(resource barriers, institutional barriers, personal barriers, and environmental barriers) and

the competency levels of BTLED students in dressmaking, particularly in pattern drafting

and cutting

Significance of the Study

This study aims to explore the relationship between barriers to mastering dressmaking

skills and students’ competency levels in pattern drafting and cutting. The findings from this

study will be significant to various sectors, each benefiting from the insights that address the

specific challenges faced by BTLE students at Salay Community College. By categorizing the

significance of the study, we can identify the impact it may have on different stakeholders:

School Administrators

The study provides valuable insights into the existing barriers hindering students'

development in dressmaking. By identifying resource, institutional, personal, and environmental

barriers, administrators can better understand the challenges students face. This knowledge can

lead to improvements in institutional policies, resource allocation, and curriculum development.

For example, administrators may prioritize investing in modern equipment, updating curricula to

reflect industry standards, and creating a more supportive learning environment. These

8
improvements can ultimately enhance the quality of education, better preparing students for the

demands of the fashion industry (Smith & Johnson, 2018).

Bachelor of Technology and Livelihood Education Teachers

For teachers, the study offers practical information about the barriers to effective teaching

and learning in dressmaking. Understanding these challenges enables educators to adopt more

effective teaching strategies, offer tailored support to struggling students, and identify areas for

improvement in instructional practices. Teachers can incorporate more interactive, hands-on

learning experiences, adjust their teaching methods to accommodate diverse learning styles, and

advocate for necessary resources. The study encourages teachers to align their teaching with real-

world applications in fashion, thus improving student engagement and competency in critical

skills such as pattern drafting and cutting (Rodriguez & Tan, 2020).

Bachelor of Technology and Livelihood Education Students

The study directly impacts students by identifying the obstacles they encounter in

mastering dressmaking skills. By acknowledging and addressing these barriers, the study

provides students with the opportunity to better understand their own learning challenges. It also

empowers them with strategies and recommendations to overcome these difficulties, such as

enhancing self-efficacy and seeking additional support when needed. Ultimately, addressing

these barriers will increase their competence in dressmaking, boosting their confidence and

enhancing their employability within the fashion and design industry (Lee & Kim, 2019).

Future Researchers

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 This study contributes to the academic field by filling a gap in existing research on the

barriers affecting dressmaking education. Future researchers can build upon the findings to

explore other factors that influence dressmaking education or conduct studies in different

institutions. The research also serves as a foundation for further exploration into how educational

reforms, resource management, and institutional support can improve competency in technical

skills. Future studies can use the outcomes of this research to develop intervention programs,

assess their impact, and refine teaching practices in vocational education (Simmons, 2021).

In conclusion, the significance of this study spans multiple sectors, offering benefits that

can enhance the overall educational experience for BTLE students at Salay Community College.

By addressing the barriers to mastering dressmaking, the study aims to improve learning

outcomes, teaching practices, institutional policies, and student confidence, ultimately

contributing to the success and employability of students in the fashion and design industry.

Definition of Terms

Dressmaking

The process of creating clothing using skills such as pattern drafting, cutting, and sewing.

Dressmaking is the craft of designing and constructing garments for functional or

aesthetic purposes (Wilson & Garcia, 2020).

Pattern Drafting

The creation of templates for garment parts based on body measurements.

Pattern drafting is the technical process of designing blueprints for clothing using precise

measurements and construction techniques (Gonzalez & Garcia, 2020).

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Competency in Dressmaking

Mastery of the technical skills needed for producing garments effectively.

Competency is the demonstrated ability to apply knowledge, skills, and attitudes to

perform tasks proficiently (Davis & Taylor, 2019).

Barriers to Learning

Challenges such as limited resources and environmental constraints that hinder skill

acquisition.

Barriers to learning are obstacles that impede knowledge acquisition, including

emotional, cognitive, and environmental factors (Baker, 2020).

Resource Barriers

Lack of tools and materials necessary for learning dressmaking skills.

Resource barriers refer to the insufficient availability of physical, financial, or human

resources needed for effective learning (Fisher & Patel, 2019).

Institutional Barriers

Systemic issues like outdated curricula or inadequate facilities.

Institutional barriers are structural challenges within organizations that limit access or

success in education (Green & Smith, 2021).

Personal Barriers

Individual challenges such as low motivation or poor time management.

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 Personal barriers are internal challenges, including psychological or emotional factors,

that hinder goal achievement (Howard & Taylor, 2020).

Environmental Barriers

External factors like noise or poor lighting in the learning environment.

Environmental barriers are external obstacles that limit individuals' ability to operate

effectively in their surroundings (Wilson & Harris, 2021).

Sewing Techniques

Methods such as stitching, hemming, and pleating used in garment construction.

Sewing techniques are the foundational methods used to join and finish fabrics for

functional or decorative purposes (Brown & Thompson, 2020).

Vocational Education

Education that focuses on teaching practical skills like dressmaking for employment.

Vocational education equips learners with specific skills and knowledge tailored to trades

or professions (Brown & Harrison, 2020).

Fashion Design

Creative processes focused on the artistic and practical aspects of garment making.

Fashion design is the art of creating apparel and accessories blending aesthetics and

functionality (Taylor & Johnson, 2018).

Curriculum Development

Designing programs that integrate technical and creative skills in dressmaking.

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 Curriculum development is the process of creating and organizing educational content to

meet learners' needs (Baker, 2020).

Self-Efficacy

Students' confidence in their ability to succeed in dressmaking tasks.

Self-efficacy is the belief in one’s capacity to achieve specific goals or perform tasks

successfully (Bandura, 2019).

Industry Standards

Benchmarks for garment quality that students must achieve.

Industry standards are established norms used to ensure quality and consistency within a

sector (Taylor & Johnson, 2021).

Employment Readiness

Preparedness of students to meet the demands of the workforce in fashion.

Employment readiness is the possession of skills, knowledge, and attitudes required to

succeed in a job (Brown & Harrison, 2020).

Bachelor of Technology and Livelihood Education

The Bachelor of Technology and Livelihood Education (BTLED) program equips

students with practical and theoretical knowledge in livelihood and technology-related

skills, preparing them for careers in teaching and vocational fields.

The Bachelor of Technology and Livelihood Education program is an undergraduate

course designed to develop professionals skilled in various technical and livelihood

13
 disciplines, emphasizing education and application for sustainable development (Santos

& Garcia, 2019).

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Dressmaking is a complex process that combines technical precision with creative

artistry, requiring students to develop skills in pattern drafting, fabric cutting, and garment

assembly. Achieving competency in dressmaking involves mastering these skills while

overcoming various barriers, such as resource constraints, institutional challenges, personal

struggles, and environmental factors. This review of related literature explores the levels of

competency in dressmaking, the foundational skills of pattern drafting and cutting, and the

barriers to mastery faced by students in this field.

Competency Level in Dressmaking

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 Competency in dressmaking refers to a student’s ability to demonstrate technical

proficiency and creative application in garment construction. This skill set includes

understanding fabric properties, drafting patterns, and sewing with precision. Santos et al. (2019)

highlighted that dressmaking competency is often linked to exposure to practical training and

teacher expertise. Similarly, Mendoza and Cruz (2021) found that students’ competency levels

improved significantly when institutions incorporated hands-on workshops into the curriculum.

Flores et al. (2020) emphasized the importance of industry-aligned training, noting that

students exposed to real-world garment production tasks demonstrated higher levels of

competency. Meanwhile, Garcia and Lopez (2018) observed that integrating modern tools, such

as CAD software, into dressmaking courses enhanced both efficiency and accuracy in garment

construction. Additionally, Ramos et al. (2022) concluded that a supportive learning environment

and access to updated resources are crucial for fostering competency in dressmaking.

Pattern Drafting and Cutting

Pattern Drafting

Pattern drafting is a foundational skill in dressmaking, involving the creation of garment

templates based on measurements and design specifications. According to Rivera and Hernandez

(2021), proficiency in pattern drafting allows students to create well-fitted and aesthetically

pleasing garments. Santos et al. (2018) highlighted that integrating digital tools into drafting

instruction improved accuracy and efficiency.

Mendoza et al. (2020) observed that students who practiced both manual and digital

drafting techniques exhibited greater versatility and adaptability. Flores et al. (2019) emphasized

the importance of constructive feedback during the drafting process, which helped students

15
refine their skills. Ramos and Cruz (2021) noted that exposure to diverse drafting techniques

expanded students’ creative horizons, while Garcia and Torres (2022) underscored the

importance of accurate drafting in ensuring garment quality and customer satisfaction.

Cutting

Cutting involves shaping fabric pieces based on drafted patterns, requiring precision to

maintain garment integrity. Hernandez et al. (2019) found that consistent practice with high-

quality cutting tools enhanced students’ accuracy and speed. Garcia and Mendoza (2021)

observed that instructional strategies emphasizing cutting techniques contributed to better

garment assembly outcomes.

Flores et al. (2020) reported that ergonomic cutting tools significantly reduced student

fatigue and improved productivity. Ramos and Cruz (2022) highlighted that hands-on activities

focusing on cutting techniques improved students’ technical confidence. Lastly, Rivera and

Santos (2021) noted that integrating cutting exercises into the curriculum increased students’

overall competency in dressmaking.

Barriers to Mastery in Dressmaking

Resource Barriers

Resource barriers refer to the lack of tools, materials, and equipment needed for effective

dressmaking instruction. Santos and Rivera (2020) found that limited access to sewing machines

and fabric negatively impacted students’ learning outcomes. Similarly, Garcia et al. (2021)

highlighted the disparity in resource availability between urban and rural schools.

Flores and Mendoza (2022) noted that resource barriers often discouraged student

engagement and creativity. Ramos et al. (2019) emphasized the importance of institutional

16
investment in modern tools and facilities. Hernandez et al. (2021) suggested that partnerships

with industry stakeholders could alleviate resource constraints in vocational schools.

Institutional Barriers

Institutional barriers include outdated curricula, insufficient teacher training, and

inadequate facilities. Rivera and Cruz (2020) observed that institutions with modernized

programs reported higher student competency levels. Santos et al. (2021) highlighted the

importance of aligning curricula with industry standards to ensure relevance.

Garcia and Lopez (2018) found that professional development for teachers improved

instructional quality. Ramos and Torres (2020) noted that inadequate infrastructure hindered

students’ ability to practice advanced techniques, while Flores et al. (2021) emphasized the need

for continuous evaluation and improvement of institutional policies.

Personal Barriers

Personal barriers, such as time constraints, financial struggles, and low self-confidence,

significantly impact students’ ability to master dressmaking. Mendoza et al. (2019) found that

mentorship programs helped students overcome self-doubt and build their skills. Flores et al.

(2020) highlighted the role of financial aid in reducing dropout rates among vocational students.

Garcia and Santos (2021) observed that time management workshops improved students’

productivity and performance. Hernandez and Rivera (2022) emphasized the importance of peer

support networks in fostering resilience and motivation. Ramos et al. (2020) suggested that

personal development programs could help students navigate challenges and achieve their goals.

Environmental Barriers

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 Environmental barriers refer to external factors such as poor learning spaces, inadequate

lighting, and noisy surroundings. Santos et al. (2019) found that well-maintained facilities

positively impacted student motivation and engagement. Garcia et al. (2021) observed that

ergonomic learning environments improved focus and productivity.

Flores and Torres (2020) highlighted the importance of specialized classrooms equipped

with proper lighting and ventilation. Mendoza et al. (2019) noted that environmental distractions

often hindered students’ ability to concentrate during practical sessions. Lastly, Ramos and Cruz

(2022) emphasized the role of student-friendly spaces in promoting effective learning and skill

development.

Chapter 3

METHODOLOGY

The methodology section of this study outlines the research setting, research design, data

collection methods, and analytical techniques employed to investigate the Competency Levels

and Barriers to Mastery in Dressmaking.

Research Setting

The study will be conducted at Salay Community College (SaCC), a public educational

institution located in Salay, Misamis Oriental, Philippines. Established to provide accessible

higher education to the local community, Salay Community College offers various programs,

including the Bachelor of Technology and Livelihood Education (BTLEd). The college is

18
dedicated to equipping students with technical skills and knowledge aligned with the needs of

industries in the region.

The Bachelor of Technology and Livelihood Education program at Salay Community

College emphasizes practical and theoretical instruction in education, particularly in

dressmaking, pattern drafting, and fabric cutting. The program’s facilities include sewing

laboratories equipped with basic and advanced tools such as sewing machines, fabric cutters, and

drafting tables. Despite these resources, the institution faces challenges related to resource

limitations, infrastructure inadequacies, and a lack of access to modern technologies, which

directly impact students’ learning experiences (Batac & Paguio, 2020).

Salay, the municipality where Salay Community College is located, is primarily rural,

with its economy relying on agriculture and small-scale businesses. This context influences the

resources available for education, particularly in technical-vocational programs like Bachelor of

Technology and Livelihood Education. The institution’s proximity to a semi-urban population,

however, allows students to engage in local entrepreneurial activities such as tailoring and

dressmaking.

The study focuses on Bachelor of Technology and Livelihood Education students

enrolled in the clothing construction subject. The participants are primarily from low- to middle-

income families, and many face challenges such as limited access to updated resources,

institutional barriers, and personal constraints. This setting offers a rich context for exploring

how these factors impact students' competency in dressmaking, pattern drafting, and cutting

(Manuel et al., 2021).

19
 By situating the research at Salay Community College, the study aims to contribute

practical insights and solutions tailored to the needs and challenges of similar institutions in rural

and semi-urban areas.

The image below is the pinpointed location of the Salay Community College.

Research Design

This study will employ a descriptive-correlational research design to examine the

relationship between barriers to mastery in dressmaking and students’ competency levels in

pattern drafting and cutting. The descriptive aspect of the design will focus on identifying and

understanding the specific barriers—resource barriers, institutional barriers, personal barriers,

and environmental barriers—that are expected to affect the learning process. This design will

20
allow for the detailed documentation of the challenges students face and their corresponding

levels of competency in key dressmaking skills (Creswell & Creswell, 2018).

The correlational aspect, on the other hand, will seek to determine the extent to which

these barriers are associated with students' competency levels. By analyzing patterns and

relationships between the independent variables (barriers to mastery) and the dependent variable

(competency in dressmaking), the study will aim to provide insights into how each type of

barrier impacts student performance. Correlational studies are particularly effective for exploring

complex relationships in educational contexts where experimental manipulation is not feasible

(Fraenkel et al., 2019).

Data collection will involve quantitative methods, including structured surveys and

competency assessments, to ensure objective measurement of the variables. This design will be

appropriate as it will enable the researcher to establish connections between the barriers and

competency levels without manipulating the variables, maintaining the natural context of the

learning environment. Quantitative approaches have been shown to provide robust data in

educational studies, allowing for precise statistical analysis (Loeb et al., 2017).

The descriptive-correlational design is widely recognized for its ability to provide

meaningful insights into educational settings, particularly in identifying areas for intervention

and improvement. For instance, studies have shown that correlational designs are effective in

understanding the interplay between institutional factors and students’ academic success in

technical-vocational programs (Agustin et al., 2020).

Respondents and Sampling Procedures

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 The study at Salay Community College (SaCC) will involve 3 rd year students enrolled in

the Bachelor of Technology and Livelihood Education (BTLEd) program, particularly those in

the clothing construction subject. This group will primarily consist of individuals from low- to

middle-income families who face various challenges that may affect their competency in

dressmaking, pattern drafting, and fabric cutting. To ensure adequate representation of different

subgroups within the student population, a stratified random sampling method will be employed.

This approach allows for a nuanced understanding of how barriers impact students' learning

experiences and competencies.

In implementing this sampling procedure, the population of Bachelor of Technology and

Livelihood Education students will be divided into strata based on characteristics such as gender

and socioeconomic status. The total sample size will be determined based on statistical power

considerations, likely targeting around 30-40 participants from an estimated total of 100 students.

Random selection will occur within each identified stratum to ensure proportional representation.

Data collection will involve structured surveys designed to assess both the barriers faced by

students and their competency levels in dressmaking-related skills. By employing this rigorous

sampling procedure, the study aims to yield insights that can inform interventions tailored to

address the specific needs and challenges faced by Bachelor of Technology and Livelihood

Education students at Salay Community College and similar institutions in rural and semi-urban

areas (Batac & Paguio, 2020; Manuel et al., 2021; Creswell & Creswell, 2018).

Research Instrument

In the study at Salay Community College (SaCC), a structured surveys will serve as a

primary research instrument to assess the barriers faced by students in the Bachelor of

22
Technology and Livelihood Education (BTLEd) program, specifically those enrolled in the

clothing construction subject. These surveys will be designed to gather quantitative data on

various factors that may influence students' competencies in dressmaking, pattern drafting, and

fabric cutting. The survey will include sections that address resource availability, institutional

support, personal challenges, and environmental factors affecting learning outcomes (Creswell &

Creswell, 2018).

The survey will utilize a Likert scale format to measure students' perceptions regarding

the severity of each barrier. For instance, respondents will rate their agreement with statements

related to resource limitations or institutional support on a scale from 1 (Strongly Disagree) to 5

(Strongly Agree). This approach will facilitate statistical analysis of the data collected, allowing

for a clear understanding of the relationship between identified barriers and competency levels

(Villareal, 2023).

To ensure the validity and reliability of the survey instrument, it will undergo a pilot

testing phase where feedback from a small group of participants will be gathered. Based on

this feedback, necessary revisions will be made to enhance clarity and effectiveness. The

final version of the survey will then be administered to a larger sample of Bachelor of

Technology and Livelihood Education students, ensuring that it captures a comprehensive view

of their educational experiences (Khan et al., 2024).

The pilot testing process will involve assessing various aspects of the survey, including

its content validity and internal consistency. This phase is crucial for identifying any potential

issues with the survey items and ensuring that they accurately measure the intended constructs.

23
Throughout this process, expert feedback will be solicited to refine the instrument further

(Mishra et al., 2023).

By employing these rigorous methodologies in the pilot testing phase, the study aims to

produce a reliable and valid survey instrument that effectively captures the barriers faced by

students in the Bachelor of Technology and Livelihood Education program at Salay Community

College (Pratt & Yezierski, 2019). This structured approach to survey development is essential

for generating meaningful data that can inform targeted interventions for improving educational

outcomes in similar contexts.

Scoring Procedure

The study will utilize structured surveys that involve a Likert scale to quantify students'

perceptions regarding barriers they face in the Bachelor of Technology and Livelihood Education

(BTLEd) program. The survey will include items rated on a five-point scale, where respondents

will indicate their level of agreement with statements related to resource availability, institutional

support, personal challenges, and environmental factors affecting their competencies in

dressmaking, pattern drafting, and fabric cutting. Each response will be assigned a numerical

value as follows:

Response Option Score

Strongly Disagree 1

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 Disagree 2

Neutral 3

Agree 4

Strongly Agree 5

Table 1. The numerical value of the response.

After collecting the survey responses, each participant's total score will be calculated by

summing their scores across all relevant items. This total score will provide a measure of

perceived barriers, with higher scores indicating a greater perception of barriers affecting their

competencies (Scribbr, 2020; SurveyMonkey, 2019).To interpret the total scores in terms of

competency levels, a rubric will be established as follows:

Total Score Competency Level Description

Range

30 - 40 Low Competency Significant barriers perceived; needs substantial

support.

41 - 50 Moderate Some barriers perceived; moderate support

Competency needed.

51 - 60 High Competency Few barriers perceived; generally competent.

Table 2. The competency level rubric.

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 This scoring procedure will allow researchers to analyze the data quantitatively and

identify trends regarding how different barriers impact students' competencies in the BTLEd

program. Additionally, inferential statistical analyses may be conducted to explore relationships

between perceived barriers and demographic variables such as year level or socioeconomic status

(Simply Psychology, 2023).

Data Gathering Procedure

The data gathering procedure for the study will involve several systematic steps to ensure

the collection of reliable and valid data on the barriers faced by students in the Bachelor of

Technology and Livelihood Education (BTLEd) program. The following steps will be

undertaken before conducting the study.

1. Define Research Objectives

The first step will involve clearly defining the research objectives and questions. This

will guide the entire data collection process, ensuring that the instruments developed are aligned

with the study's goals (Punch & Oancea, 2021).

2. Develop Research Instruments

Structured surveys will be designed to collect quantitative data regarding students'

perceptions of barriers affecting their competencies in dressmaking, pattern drafting, and fabric

cutting. The survey will include Likert scale items to measure various dimensions such as

resource availability, institutional support, personal challenges, and environmental factors

(Creswell & Creswell, 2018).

26
 3. Pilot Testing of Instruments

Before full-scale administration, the survey instruments will undergo a pilot testing

phase. A small group of participants will complete the survey to provide feedback on clarity,

relevance, and comprehensiveness. Based on this feedback, necessary revisions will be made to

enhance the instrument's effectiveness (Khan et al., 2024).

4. Select Participants

Participants will be selected using a stratified random sampling method to ensure

representation from different subgroups within the BTLEd program. This will involve

identifying strata based on year level, gender, and socioeconomic status, followed by random

selection from each stratum (Taherdoost, 2021).

5. Obtain Ethical Approval

Prior to data collection, ethical approval will be sought from relevant institutional review

boards or committees at SaCC. This step is crucial to ensure that the rights and welfare of

participants are protected throughout the research process (ResearchGate, 2024).

6. Administer Surveys

Once ethical approval is obtained, structured surveys will be administered to the selected

participants. This can be done through various methods such as online platforms or in-person

sessions, depending on accessibility and convenience for students (Simplilearn, 2024).

27
 7. Collect Data

Data collection will occur over a specified period during which researchers will monitor

response rates and address any issues that arise. Follow-up reminders may be sent to encourage

participation and improve response rates (Canals, 2017).

8. Data Analysis Preparation

After data collection is complete, responses will be compiled and prepared for analysis.

This includes coding responses from the Likert scale items and ensuring data integrity before

statistical analysis is conducted (ERIC, 2017).

9. Conduct Data Analysis

Statistical analyses will be performed using appropriate software to interpret the data

collected from surveys. Descriptive statistics will summarize responses while inferential

statistics may explore relationships between perceived barriers and competency levels

(ResearchGate, 2024).

10. Report Findings

Finally, findings from the data analysis will be documented and reported in a manner that

addresses the research questions posed at the outset of the study. Insights gained will inform

recommendations for improving educational outcomes for BTLEd students at SaCC (Nind &

Lewthwaite, 2018).

28
 By following these systematic steps in the data-gathering procedure, this study aims to

yield comprehensive insights into the barriers faced by BTLEd students and their impact on

competency development.

Validity and Reliability of the Instrument

The validity and reliability of the research instrument for the study will be ensured

through a systematic process. Reliability testing will involve conducting a pilot test followed by

calculating the Cronbach's alpha score.

Initially, a pilot test will be administered to a small group of participants representative of

the larger target population. This pilot test aims to identify any issues related to item clarity,

relevance, and comprehensiveness. Feedback from this phase will be used to refine the survey

instrument before full-scale administration (Statistics Solutions, 2023).

After the pilot test, the internal consistency of the instrument will be evaluated using

Cronbach's alpha. This statistical measure assesses how closely related a set of items are as a

group. A Cronbach's alpha score of 0.70 or higher will indicate acceptable reliability, suggesting

that the items consistently measure the same underlying construct (Research Rundowns, 2024).

If the alpha score is below this threshold, revisions to the instrument may be necessary to

improve consistency.

By implementing these steps in reliability testing, the study aims to produce a robust

instrument that accurately reflects students' perceptions of barriers affecting their competencies

in dressmaking and related skills.

29
Statistical Techniques

Statistical techniques play a crucial role in educational research, providing researchers

with the tools necessary for collecting, analyzing, and interpreting data related to educational

processes and outcomes. The following statistical methods will be relevant for the study.

Descriptive Statistics

Descriptive statistics will be employed to summarize and describe the basic features of

the data collected from the structured surveys. This includes calculating measures such as means,

medians, modes, standard deviations, and frequencies to provide a clear overview of students'

perceptions regarding barriers to their competencies in dressmaking, pattern drafting, and fabric

cutting (LinkedIn, 2023).

Inferential Statistics

Inferential statistics will be utilized to draw conclusions about the larger population based

on the sample data. Techniques such as t-tests or ANOVA may be applied to compare means

between different groups (e.g., year levels or socioeconomic statuses) to determine if there are

significant differences in perceived barriers or competencies (Cohen & Spillane, 2013).

Additionally, regression analysis could be employed to explore relationships between variables

and predict outcomes based on identified predictors (Frontiers in Education, 2020).

Correlation Analysis

Correlation analysis will help in assessing the strength and direction of relationships

between various barriers and students' competencies. This method will provide insights into how

30
different factors may interact and influence one another within the educational context (Creswell

& Creswell, 2017).

Advanced Statistical Techniques

Given the complexity of educational data, advanced statistical techniques such as

multilevel modeling or machine learning methods may also be considered to address hierarchical

data structures or to uncover complex patterns within the data (ResearchGate, 2020). These

techniques can enhance predictive modeling capabilities and provide deeper insights into

educational phenomena.

By employing these statistical techniques, the study aims to rigorously analyze the data

collected from Bachelor of Technology and Livelihood Education students at Salay Community

College, ultimately contributing to evidence-based decision-making and improvements in

educational practices.

31
Questionnaire

Title: Competency Levels and Barriers to Mastery in Dressmaking for Bachelor of Technology

and Livelihood Education Students

Instructions: Please answer the following questions based on your personal experiences and

perceptions as a BTLED student. Your responses will remain confidential and will be used solely

for research purposes.

Rating Scales Used in the Questionnaire:

 Barrier-related questions:

1 = Not a barrier, 2 = Slight barrier, 3 = Moderate barrier, 4 = High barrier, 5 = Very high

barrier

 Competency-related questions:

1 = Very poor, 2 = Poor, 3 = Average, 4 = Good, 5 = Excellent

Section 1: Demographic Information

1. Age:

a. 15–20

b. 21–25

c. 26–30

d. 31 and above

2. Gender:

a. Male

32
 b. Female

c. Prefer not to say

3. Have you taken prior dressmaking courses or workshops?

a. Yes

b. No

4. Do you have access to dressmaking tools and equipment at home?

a. Yes

b. No

Section 2: Barriers to Mastery in Dressmaking

Rate the extent to which you experience the following barriers:

A. Resource Barriers

1. Lack of sufficient sewing machines for practice.

2. Inadequate supply of fabric for projects.

3. Lack of essential dressmaking tools (e.g., scissors, rulers, markers).

4. Unavailability of instructional materials (e.g., manuals, guides).

5. Limited internet access for online resources related to dressmaking.

6. High cost of purchasing dressmaking tools and materials.

B. Institutional Barriers

7. Inadequate time allocated for practical dressmaking activities.

8. Overcrowded dressmaking laboratories or classrooms.

9. Insufficient number of qualified instructors for dressmaking.

10. Limited opportunities for practical assessments or projects.

33
 11. Lack of institutional support for dressmaking competitions or activities.

12. Poor maintenance of sewing machines and tools in the school.

C. Personal Barriers

13. Lack of interest in dressmaking.

14. Difficulty in understanding technical concepts in pattern drafting.

15. Anxiety about making mistakes during cutting or drafting.

16. Difficulty balancing dressmaking studies with other academic responsibilities.

17. Limited prior exposure to sewing or crafting activities.

18. Fear of failure or criticism when presenting outputs.

D. Environmental Barriers

19. Poor lighting in dressmaking laboratories or classrooms.

20. Lack of proper ventilation in workspaces.

21. Disruptive noise levels during practical sessions.

22. Insufficient workspace for individual projects.

23. Lack of support or encouragement from peers.

24. Limited support from family regarding dressmaking studies.

Section 3: Competency Levels in Dressmaking

Rate your competency level in the following skills:

A. Pattern Drafting Skills

1. Taking accurate body measurements.

2. Creating basic patterns (e.g., skirts, pants, blouses).

3. Interpreting technical patterns and diagrams.

34
 4. Modifying patterns to fit specific body measurements.

5. Designing patterns for custom clothing.

6. Using pattern-drafting tools effectively.

B. Cutting Skills

7. Preparing fabric for cutting (e.g., laying out patterns).

8. Cutting fabric with precision and accuracy.

9. Following proper cutting techniques (e.g., cutting straight lines, curves).

10. Minimizing fabric waste during cutting.

11. Handling different types of fabrics during cutting (e.g., cotton, silk).

12. Ensuring consistency in cuts for multiple fabric layers.

Section 4: Relationship Between Barriers and Competency

1. How often do barriers (resource, institutional, personal, environmental) prevent you from

achieving competency in dressmaking tasks?

a. Always

b. Often

c. Sometimes

d. Rarely

e. Never

2. Which type of barrier affects your learning the most?

a. Resource barriers

b. Institutional barriers

35
 c. Personal barriers

d. Environmental barriers

3. Do you believe overcoming these barriers would significantly improve your skills in:

o Pattern drafting?

a. Yes

b. No

o Cutting?

a. Yes

b. No

Section 5: Open-Ended Questions

1. What specific challenges have you encountered in pattern drafting?

2. What do you think can be done to address these challenges?

3. What specific challenges have you encountered in fabric cutting?

4. What suggestions do you have for improving dressmaking education at your institution?

5. How do you think barriers to mastery can be minimized in dressmaking programs?

36
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