By Aiza R. Velicaria, MAT
According to the World Health Organization, the post-pandemic transition came from a decline in the pandemic outbreak and a reduction in pandemic surveillance, which has led to the adoption of new instructional strategies for learners. One significant problem during the pandemic was that students have limited chances to express their specific needs with their teachers and peers during the learning process. A new teaching set-up was introduced to cater to the challenges of these online and distance learning modalities. And with this new set-up, hybrid learners were created. It is referred to as an educational model in which students spend most of their time learning in traditional classrooms, and the rest is online learning. A hybrid learning situation combines on-site learning while others join the class virtually. Part of the discussion is given virtually, and the other activities are taught in a classroom setting.
As a 21st-century teacher in TLE (Technology and Livelihood Education), he needs tools and other equipment. And due to the present condition of most classroom in public schools, the curriculum’s vision and mission still needs to be fully achieved. Considering this situation, using interactive learning material is essential. Introducing MAQUINA4EDU that can be used in developing the interest and enhancing the skills of the learners in this tract. MAQUINA4EDU, which stands for “Medium for Advance and Quality Interactive Activities for Education”. With the technology, MAQUINA4EDU learners can easily explore its parts and functions without any hesitation of getting hurt by the machine needles. The teaching-learning process would be fun and easy for the learners. Integrating technology in teaching dressmaking would cater to the objectives of 21st-century learners. Learning while enjoying and familiarizing each part of the ordinary sewing machine by cleaning and lubricating the parts will be like watching a movie or a presentation on their desktop, laptops, and even mobile phones. Moreover, it could give me enough time to learn more about sewing machines. They can use this learning material anytime because most learners today have their smartphones. MAQUINA4EDU is an example of a self-paced learning material for learners in dressmaking that enables them to complete their academic work on their own time and at their own pace. With the online learning portal MAQUINA4EDU, learners can choose what they want to learn and when they want to learn it. This means they can focus on areas they find interesting or noteworthy and skip over material they already know. The thrill and excitement this project offer through technology make this friendly user for them that can stimulate their interest in learning the parts of the sewing machine. MAQUINA4EDU provides instructive opportunities for students to learn the Six-Machine Servicing Task. Pre-test and post-test are prepared for the enrolled learners in the learning portal before and after the given task. It also includes the parts and functions of the upper parts of the sewing machine and the six servicing task for an ordinary sewing machine, namely: Task 1: Parts and Functions of Sewing Machine, Task 2: Replacing the Needle, Task 3: Upper Threading, Task 4: Lower Threading, Task 5: Adjusting the Tension, Task 6: Regulating the Length of the Stitches, and Task 7 is Cleaning and Oiling the sewing machine. It will focus on the different parts of the sewing machine and how to handle them properly. It also concerns the quality of the MAQUINA4EDU since it will be used every grading period for the exploratory courses in Junior High School. The effectiveness of MAQUINA4EDU will be measured in terms of the questionnaire answered by thirty-four (34) respondents from the experimental group and seven (7) T.L.E teachers in Junior High at Mambulo Nuevo National High School in Libmanan District. The learning competencies of this project are based on the Dressmaking Learner’s Manual for Grade 7/8 Exploratory on how to operate a Machine and assess its performance independently. The output of the study was conducted in the 2nd Semester of the School Year 2022-2023 of the said school. The result of the study benefits the teachers/facilitators, both from junior high school and elementary level, students, and administrators, who will find the output as a learning tool that could help facilitate the teaching-learning process.
The learning portal MAQUINA4EDU was based on the K to 12 Learning Module in Dressmaking and Tailoring for Grade 7, specifically from Lesson 4 in Learner’s Material (LM) and Module 7 from the Learning Activity Sheet (LAS) which discussed the Basic Maintenance and with the learning outcomes of operating, assessing, lubricate, and cleaning the ordinary sewing Machine. But some modifications were added to adopt a new instructional strategy and integrate the technology for the learners in dressmaking. The process of developing the said learning portal was planned and chosen before the platform-building process can start. Also, the platform’s name and options for availability and enrollment setup came next. The course content was then created by adding sections for the course overview and any additional topics to be covered. Resources such as documents, media files, links, and others were developed after creating the course content. Activities, including forums, quizzes, and assignments, are being added to the platform. It is also necessary to establish grading standards for activities and assignments. The course was eventually tested, and the required improvements were made. And finally, posting the course when it is available for students. Once the course is published, adding content and the resources and activities needed for the learner’s progress can still be continued. After the process of developing the learning portal has been completed, MAQUINA4EDU was ready or open for the learners in dressmaking. The design of the learning portal was consisting of the following elements: (A) Course Structure, this is the overall framework of the course, including the topics that will be covered, the number of lessons, and how the content is organized. Course Contents refer to the material that will be covered in each lesson. Learners may choose the course that they wish to take from the learning portal. Each course offered requires the learners to enroll in the said course from the learning portal. Course Structure includes text, images, videos, audio files, links to external resources, and more. (B) Activities are interactive elements of a course that include quizzes, surveys, forums, and other activities that allow students to interact with the material and each other. Each task from the learning portal has a corresponding interactive activity prepared for the learners. (C) Resources are materials that are used to supplement the course content. Added information or discussion was also available in each task to supplement the needed information related to the task or activity of the learner. They can include course readings, videos, PowerPoints, and other supplemental materials. MAQUINA4EDU also provides a variety of tools for instructors to monitor student progress, assign grades, and communicate with students. These tools can be used to facilitate learning and provide feedback to students. Creating the course “Machine Servicing Tasks for Ordinary Sewing Machine” and its course content in the platform is straightforward. The design of MAQUINA4EDU is accessible through laptops, desktop computers, and mobile devices. The same features can be seen in mobile devices as in laptops and desktop computers. Using mobile phones may give an ease of use for the learners as well as for teachers. Teachers can easily monitor their learners’ performances and activities on that learning portal. MAQUINA4EDU aims to make the learning process in dressmaking to be more exciting by integrating technology and providing the learners with an interactive activity to stimulate their interest in the sewing machine.
The learning portal undergoes an evaluation to measure acceptability based on (1) Organization and Presentation of the Content, (2) Quality, and (3) Ease of Use. The results in terms of organization and presentation of the content of the MAQUINA4EDU got the weighted mean rating of 3.83, interpreted as very much acceptable. The contributing factor that affected the result was the skills of some grade 7 who did not know how to use the computer’s hardware. The same factor of the limited time from the computer laboratory. In terms of quality, the weighted mean rating was 3.95, interpreted as very much acceptable; even though this acceptability is rated high, a contributing factor still affects the quality. Curriculum standards are not familiar to the students. Ease of use was rated 3.87, interpreted as very much acceptable. The contributing factor to this acceptability was the limited knowledge of some learners on the computer. And still needs assistance in exploring and navigating the learning portal. The summary rating of 3.88 is valued as very much acceptable. This suggests that the learning material was able to meet both groups’ learning needs and objectives and effectively facilitate learning. It is recommended to continue using MAQUINA4EDU as an instructional and learners’ material for dressmaking and to make any necessary improvements based on feedback from teachers and learners. Moreover, the MAQUINA4EDU is effective as a learner’s material and useful instructional material in terms of organization and presentation, quality, and ease of use. Learners who used the learning portal in studying the Six-Machine Servicing Task performed better than the learners who used the traditional method in terms of post-test and performance test results.
The recommendations and suggestions made to improve the learning resource, MAQUINA4EDU, demonstrate a commitment to continuous improvement in the learning experience for teachers and students. The fact that the resource was rated as effective and useful suggests that it has already met the target audience’s needs to a large extent. However, making the resource available offline would undoubtedly increase its accessibility and reach, particularly in areas with limited internet connectivity. In addition, adding more interactive clue words/sentences, activities, and courses to the learning portal would help enhance learners’ engagement and interest in the subject matter. Interactive elements such as quizzes, games, and other activities can reinforce learning and make the material more memorable. Moreover, adding more courses to the portal would provide students with a broader range of options that can cater to different learning styles and preferences. It is also worth considering the feedback from teachers and learners in developing any new courses or activities. The opinions and perspectives of the target audience are essential in ensuring that the learning materials meet their specific needs and interests. This can be achieved through surveys, focus groups, or other feedback mechanisms. In conclusion, the recommendations and suggestions made to improve MAQUINA4EDU are constructive and can help enhance the learning experience for teachers and students. By making the resource available offline, adding more interactive elements, and incorporating feedback from the target audience, the learning portal can continue to evolve and meet the needs of its users.