The teaching techniques and strategies use by the dressmaking teachers perceive by the dressmaking students

Rose Dancel Castro, Mary

Abstract

The purpose of this research study was to determine the teaching techniques and strategies use by the dressmaking teachers perceive by the dressmaking students of Reina Mercedes Vocational and Industrial School. This research aims to answer the following: What are the teaching techniques used by the dressmaking teachers? ; What are the strategies used by the dressmaking teachers? ; What are the perception of the dressmaking students of these techniques and strategies of the dressmaking students about effectiveness of selected teaching techniques and strategies of their teachers? Three research questions guided the study. The descriptive quantitative research design was adopted. The stratified random sampling techniques was used to select a sample of 90 students. Research findings showed that the teaching techniques employed by the dressmaking teachers are the following: The teacher sets due date to accomplish the projects/job, The teacher catchers the student_s attention when they are noisy, The Teacher corrects students_ errors and supplies them with the correct answers and The teacher uses concrete examples in delivering the lessons and the teaching strategies used by the dressmaking teachers are the following: The teacher orients the students in maintaining and troubleshooting a sewing machine, The teacher guides the students the proper use of sewing tools and equipment, The teacher motivates the students by giving them credits if they accomplish the task or activity before the deadline, The teacher demonstrates actual drafting, cutting, lay outing demonstration before the students do their work and The teacher assist students in doing their works and the techniques and strategies employed by the dressmaking teachers really help the students in their study. Keywords: Teaching techniques, strategies, dressmaking students, perceive, survey

References

Costa ML, Van Rensburg L and Rushtun N. (2007). Does teaching style matter? A randomised trial of

group discussions verses lectures in orthopedic under graduate teaching medical education, 41:214-

217.

Dimopoulos D. Paraskeuopoulos S. and Pantis JD. (2008). The cognitive and Attitudinal Effects of a

Conservation Educational Module on Elementary School Students. Spring, 39(3):47-61.

Lord TR. (2001). 101 Reasons for using cooperative learning in biology teaching. The American

Biology Teacher, 63(1):30-38.

Aivazidis C. Lazaridone M. and Hellden GF. (2006). A comparison between a Traditional and an

Online Environmental Education Program. The Journal of Environmental Education. 37(4):45-54

Brosh, H. (1996). Perceived characteristics of the effective language teacher. Foreign Language

Annals, 29(2), 125-136

Wang, W, Y. (2002). Effects of gender and proficiency on listening comprehension strategy use by

Taiwanese EFL Senior High School Students – a case from Changua, Taiwan (Master’s thesis).

Retrieved from Electronic Thesis and Dissertations System (090NCUE240001)

Chen, Y.C. (2008). An investigation of the relationship between teaching style and studies achievement

in MiaoliLianguo Senior High School. (Unpublished master’s thesis). Hsuan Chuang University,

Miaoli, Taiwan.

Durlak, J. A (2011). The Impact of Enhancing Students Social and Emotional learning: a meta-analysis

of school-based Universal interventions. Child Development, 82, 405-432.

Witzel, B. S. (2003). Teaching algebra to student with mathematical difficulties in inclusive settings.

learning disabilities. A Contemporary Journal, 3(2), 49-60.