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100	1		_aPascual, Jenny Gloria.
245	1	0	_aDevelopment of technology-based self-instructional materials in dressmaking _h[manuscript] / _cJenny Gloria Pascual /.
260			_aBalanga City : _bBPSU, _c2017.
300			_a135 leaves ; _c27 cm.
500			_aIncludes bibliographical references.
520			_aThis study aimed to develop technology-based self-instructional materials in Dressmaking during the School Year 2016-2017. It included that technology-based self-instructional materials developed in terms of use of technology and personal classroom integration of technology; the panel of experts' perception on the proposed technology-based self-instructional materials in terms of content validity; and the implications of this study in dressmaking. The twenty-five (25) respondents handling Dressmaking from twelve Public Secondary Schools in Bataan have participated in this study. Each of the following four participating schools including Balsik National High School, EC Bernabe National High School, Limay National High School, and Sta. Lucia National High School has one dressmaking teacher. On the other hand, each of the following four participating schools including, Bonifacio Camacho National High School, Hermosa National High School, Luakan National High School, Mariveles National High School (Cabcaben), has two dressmaking teachers. Three of the schools including Bataan School of Fisheries, Mariveles National High School (Poblacion) and Bataan National High School have three and four respondents from Pablo Roman National High. The study utilized the descriptive-development method of research using survey questionnaire as primary data gathering instrument. In treating the data gathered, descriptive statistics such as frequency, mean, and standard deviation. In light of the findings of the study, the researcher concluded that the developed technology-based self-instructional materials were moderately integrated as evaluated by the experts. In particular, the use of technology is moderately integrated, while the personal classroom integration of technology is well integrated with the use of the said videos. The proposed technology-based self-instructional materials were integrated in teaching dressmaking. In particular, in terms of cost, administrative support, and availability/adequacy/accessibility, they were integrated, while moderately integrated in terms of time. The technology-based self-instructional materials were excellent or fully acceptable to use, particularly on areas of instructional design, technical quality, ancillary materials, purpose and intent. There are significant differences on the analysis of experts on the development and integration of technology on the technology-based self instructional materials. Lastly, the ratings of the expert teacher-respondents on the developed technology-based self-instructional materials signifies the bigger prospect on the effectiveness of utilizing videos to enhance further instruction, particularly in teaching dressmaking and other interesting areas needed to be explored in putting the developed technology-based self-instructional materials in various test to prove further their effectiveness as tools for optimum learning in dressmaking subject. In view of the findings, it was recommended that the developed technology-based self-instructional videos in dressmaking should be used and propagated. This can be done in intensifying the allocation of the government in promoting the multi-media instruction to public schools must be assisted further so that students will enhance their knowledge in different topics and subjects where self-instructional videos were utilized. Extension of the allotted time in the subject matter may be made feasible because one hour is not enough to absorb the knowledge being taught by the teacher to their students. In lieu of that, remedial or intervention classes can be created by deeply integrating technology in every activity. The different stakeholders should make a frequent monitoring on the vii different instructional videos that are being used in dressmaking so that they will found out what is the need or demand in the students so that in this it will boost the student's capability to learn more. Other variables that may deem significant in the development of technology-based self-instructional videos in teaching dressmaking should be explored and studied to maximize the utility of the said videos and make teachers more creative and innovative in teaching the said subject and the developed technology-based self instructional videos should be replicated and validated further.
650		7	_aDressmaking. _2sears
650		7	_aSewing. _2sears
999			_c7736 _d7736