FACTORS INFLUENCING CHOICE OF DRESSMAKING AS

SPECIALIZATION AMONG GRADE 11 AND 12 DRESSMAKING AND

TAILORING STUDENTS IN MARIA CLARA L. LOBREGAT NATIONAL
HIGH SCHOOL

A Research Paper

Presented To :
Leslie Grace Espinosa-Dollete , LPT ,MAEd
Maria Clara Lobregat National High School
Divisoria , Zamboanga City

TVL Strand
Presented By :
Maceda , Vicente Y.
Rasonable , Charlyn
Fernandez , Riza
Ganub , Michelle Joy
Del Rosario , Sanjivani
Peralta , Maria Alexandra Camille

1
 CHAPTER 1
INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Dressmaking refers to the art and craft of creating garments, including the
process of designing, cutting, and sewing fabric to create customized clothing. Tailoring
on the other hand, focuses on the precise fitting and alternation of garments to achieve
a desired fit and style. Dressmaking and Tailoring are specialized subjects of the Home
Economic strand under Technical Vocational and Livelihood Track. Specialization
provides students with the essential skills and knowledge required to pursue
professional opportunities within the fashion industry or established their own
entrepreneurial ventures.
According to Singh, Chaturvedi, Mehdi, and Srivastava (2020), the process of
selecting a specialization is a critical decision that students make in their lives.
However, this decision is not made in isolation, as students consider various factors and
influences.
Previous research has highlighted several important factors that shape students
career choices. Parental background, as shown in studies conducted by Udoh and
Sanni (2012), influence students career choices. This suggest that students may be
influenced by their parent’s educational background when selecting a specialization.
According to Nazareno et al. (2021), academic performance is considered a signing
factor in the decision-making process when choosing a career path. Personal interests
and skills also influenced track preferences, with students opting for track that aligned
with their hobbies and talents. (Kilag, Dejino, Arcillo, Borong, Manligoy, & Combista,
2023).
Personal interests refer to the student’s personal interest in their chosen
professions (Liaw, Wu, Lopez, Chow, Lim, Holroyd, and Wang, 2017). According to
Hollands theory of “Career Typology “individual choose career environment that best fit
their personality and interest (Holland, 1966). Personal interests are learned from
parents, in school, from friends, and from your life-long experience. Interest plays very
important role in motivating people to do the right thing that they like. A very strong and
motivating interest in anything will boost to do it whole heartedly. Studies done in many
countries and in different cultures came up with different results; for example,
personality types and interest is a factor that impacts career choices made by the
students in Kenya (Ahmed et al.2017).
Ahmed (2014) and AlMiskry, Bakar, Mohamed (2009) in their research articles
gave great importance to the interest students in making choice of their career they
noted that interest in a career is according to the pattern of likes and dislikes of

2
students. The indifference in activities related to career and occupation predicts the
career choice among students.
The main problem addressed in this research is the decision-making process of
Grade 11 and 12 Dressmaking and Tailoring students in selecting Dressmaking their
specialization. The research aims to identify and determine the factors that influence
and shape their choice of Dressmaking as a specialized field of study. This problem is
significant because the choice of specialization plays a crucial role in students
educational and career paths and understanding the factors that influence this decision
can provide valuable insights for educational institutions and policymakers in guiding
students towards suitable career pathways. The main issue or existing problem that led
to this study is the need to understand the factors influencing the choice of dressmaking
as a specialization among Grade 11 and 12 Dressmaking and Tailoring students. By
investigating these factors, the researcher aims to provide insights and guidance for
educators and policymakers in supporting students in their career decision-making
process and enhancing their educational experience in the field of dressmaking.
This research intent is to determine the factors that influence Grade 11 and 12
Dressmaking and Tailoring students in choosing Dressmaking as a specialization. The
study aims to provide valuable insights for educators and policymakers to guide
students towards suitable career pathways.

1.2 STATEMENT OF THE PROBLEM

This research aims to determine the factors influencing student’s choice of

Dressmaking and Tailoring as a specialization in Maria Clara L. Lobregat National
High School.

Specifically, this will opt to answer the following questions;

1. What is the common factor that influence the respondents in choosing

Dressmaking and Tailoring as specialization?
2. How does factors personal interest significantly influence the respondents in
choosing Dressmaking and Tailoring as a specialization?
3. How does family factor significantly influence the respondents in choosing
Dressmaking and Tailoring as a specialization?
4. How does the peer factor significantly influence the respondents in choosing
Dressmaking and Tailoring as a specialization?

3
 By answering these questions, this study aims to provide insights into the factors
that can help promote influence of Dressmaking and Tailoring in Maria Clara L.
Lobregat National High School.

1.3 CONCEPTUAL FRAMEWORK

Conceptual model was derived where three categories of variables were

considered: Personal Interest, Family Influence, and Peer Influence.

Independent Variables Dependent Variable

Personal Interest

Students Choice of
Dressmaking and Tailoring as
Family Influence Specialization

Peer Influence

1.4 SIGNIFICANCE OF THE STUDY

This study aims to provide valuable information about what may be the influencing
factors of choosing Dressmaking and Tailoring Strand in Maria Clara L Lobregat
National High School.
For the Teacher- This study will guide teachers in what to do with the student’s
encounter struggles on choosing their strand. Teachers will be able to understand on
why students encountering those problems and later on help them.
For the Students -This study will provide the student with some knowledge on the
struggles encountered by Grade 11 and 12 students in choosing their strand and

4
knowledge on how to cope with it. This may also serve as a guide and reference for the
students undertaking similar studies.
For the School Administrators- This study may provide an insight for the development
of the Dressmaking and Tailoring teaching strategy. This may give them an idea to
conduct seminars or training that will provide the insurance of high-quality teaching
techniques in Dressmaking and Tailoring Strand.
And the Future Researcher – This study may be a starting point or basis for the future
studies about the factors that influence the student especially in Dressmaking and
Tailoring Strand.

1.5 SCOPE AND DELIMITATION

This study focuses on the factors influencing Students choice of Dressmaking

and Tailoring Strand in Maria Clara L. Lobregat National High. This study will be
conducted at Maria Clara L. Lobregat National High School. The respondents of this
study include both Grade 11 and Grade 12 Senior High School Students from the
Dressmaking and Tailoring enrolled in the Second Semester of SY (2023-2024).
There are 77 students in all, 31 in Grade 11 and 46 in Grade 12. The respondents
are from the Dressmaking and Tailoring Strand in Maria Clara L. Lobregat National
High School.

This research focuses on the result of the student in factors influencing student’s
choice of Dressmaking and Tailoring as well as to determine the factors influencing
students among various group in individuals and this study will be conducted using
the total enumeration method wherein the entire population will be included in the
study.

1.6 DEFINITION OF KEY TERM

For the better understanding in our studies here are the following definition of key
terms;

Upper Secondary Education - it refers to (Senior High School) grades 11 to 12.

This is used in our study because the researcher focuses on the Dressmaking and
Tailoring Strand at this educational grade level.

Influencing Factors – In this study it refers to the factors that positivity influence
students to achieve their goals.

5
Family influence Factor- is a key factor in many aspects of career development;
however, very little research has examined the relationship between family and well-
being.

Peer influence Factor -is observed when one or more persons affect the behavior
of same-cohort others.

Personal Interest Factor—The subject or question that first inspires interest. This
should not be confused with a preliminary topic.

6
 CHAPTER 2
REVIEW OF RELATED RELATIONSHIP

INTERNATIONAL STUDIES
This chapter aims to explore how Personal Interest, Family Influence, and Peer
Influence impact our lives. We will examine their effects on academic performance,
career choices, and overall well-being.
Personal Interest
Personal interest refers to an individual’s inclination or attraction towards a specific
topic, activity, or field. Several studies have explored the impact of personal interest on
various aspects of life, including academic performance, career choices, and overall
well-being.
One study conducted by Harackiewicz, Barron, Tauer, and Elliot (2002) examined
the relationship between Personal Interest and Academic Achievement. The findings
revealed that students who had a high level of personal interest in a particular subject
were more likely to perform better academically in that subject.
Another study by Hidi and Renninger (2006) focused on the role of personal
interest in motivating individuals to engage in learning activities. The researchers found
that when individuals have a genuine interest in a topic, they are more likely to actively
seek out information, persist in their efforts, and experience a higher level of enjoyment
and satisfaction. Overall, personal interest plays a crucial role in shaping individuals’
motivation, engagement, and performance in various domains of life.
Family influence refers to the impact that family members, including parents,
siblings, and extended relatives, have on an individual’s beliefs, values, behaviors, and
choices. Numerous studies have examined the role of family influence in shaping
various aspects of an individual’s life.
A study conducted by Amato and Fowler (2002) explored the influence of family
on children’s educational attainment. The findings revealed that supportive and involved
parents positively influenced their children’s academic achievement and educational
aspirations. Another study by Fletcher, Steinberg, and Williams-Wheeler (2004)
examined the impact of family communication on adolescents’ risk-taking behaviors.
The researchers found that open and supportive communication within the family was
associated with lower levels of risky behaviors among adolescents. Overall,

7
 family influence plays a significant role in shaping individuals’ values, attitudes,
behaviors, and life choices.
Peer influence refers to the impact that peers, such as friends, classmates, and
social groups, have on an individual’s beliefs, behaviors, and decision-making.
Numerous studies have explored the role of peer influence in various domains,
including academic performance, health behaviors, and social development.
A study conducted by Vitaro, Brendgen, and Tremblay (2000) examined the
influence of peer relationships on academic achievement. The findings revealed that
positive peer relationships, characterized by support, cooperation, and shared academic
goals, were associated with higher academic performance among students.
Another study by Simons-Morton et al. (2001) focused on the influence of peers
on adolescents’ engagement in risky behaviors, such as substance abuse and
delinquency. The researchers found that peer pressure and the desire for social
acceptance were significant factors contributing to adolescents’ engagement in risky
behaviors.
Overall, peer influence plays a crucial role in shaping individuals’ behaviors, attitudes,
and social development, particularly during adolescence.

LOCAL STUDIES
A significant study conducted by Tortor, Ohayas, and Moneva titled “Financial
Status, Parents Influence, Peer Influence, and Self-Choice of Students in Selection of
Strand in The Senior High School, Cebu, Philippines” provides valuable insights into the
factors that influence students’ self-choice of strand. The study specifically investigates
the association between financial status, parents’ influence, peer influence, and self-
choice in the selection of a strand. By administering a questionnaire to 214 students, the
researchers collected data on these factors and employed statistical techniques such as
weighted mean, frequency, chi-square, and lambda to analyze the associations
between the variables.
The findings of the study shed ligh” on the significant role of financial status in
students’ self-choice of strand. The results indicate that students consider their
financial situation when making decisions about their educational path. However, the
study did not find a significant association between parental influence, peer influence,
and self-choice. This suggests that while these factors may not have a direct impact on
students’ decision-making process, they are still noticeable and can exert some
influence.
It is important to note that the study acknowledges the presence of parental and peer
influences, even if they do not have a significant impact on self-choice. Parents and
Peers can still play a role in shaping students’ perceptions, providing guidance, and

8
offering support throughout the decision-making process. Their opinions and
recommendations may be considered by students, although they may not be the sole
determining factors.
The research conducted by Tortor, Ohayas, and Moneva contributes to the
understanding of the factors that influence students’ self-choice of Strand in Senior High
School in Cebu, Philippines. It highlights the significance of financial status as a
consideration in decision-making and emphasizes the potential influence of parental
and peer factors. These findings can inform educational institutions, policymakers, and
parents in providing appropriate support and guidance to students as they navigate the
complex process of selecting their educational paths

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 CHAPTER 3
RESEARCH METHODOLOGY

METHODOLOGY

This chapter focuses on the explanation of the research techniques and methods
used by the researcher to methodologically address the issues raised for inquiry.
This chapter provided an explanation of the study methodology, research design,
population and sampling design, locale of the study, research instrument, data
gathering procedure, statistical treatment, and ethical consideration.

RESEARCH DESIGN

This study used Descriptive Research Design. It is usually conducted when a

researcher has just begun an investigation and wishes to understand the topic
generally. It aims at providing insights into a deep understanding of the problem
faced by the researcher.

POPULATION AND SAMPLING DESIGN

The study population comprises of Senior High School students who are enrolled
in the Dressmaking and Tailoring program at Maria Clara L. Lobregat National High
School. The study aims to survey all students in the population, which consist of 31
Grade 11 students and 46 Grade 12 students, for a total of 77 students.
This study utilizes the total enumeration method wherein the entire population will
be included in the study. There will be no selection or sampling of a smaller subset
of the population for data collection. The sample size is equivalent to the population
size, as the entire population will be used throughout the study.

Our sample will be the totality of our population that will be used throughout the
study.

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RESPONDENTS POPULATION SAMPLE
Grade 11 Dressmaking 31 31
students
Grade 12 Tailoring students 46 46

Total 77 77

LOCALE OF THE STUDY

This study is conducted in Maria Clara L. Lobregat National High School,

Divisoria, Zamboanga City, and Academic Year 2023-2024

RESEARCH INSTRUMENTS

The purpose of this study is to identify the variables that influence Dressmaking
and Tailoring students to achieve using descriptive approach. To achieve this
purpose, a survey consisting of rating scale questions was administered to
Dressmaking and Tailoring at Maria Clara L. Lobregat National High. The survey
covered a range of topics including Family Influence, Personal Interest, Peer
Influence.

The research tool was designed to collect data from the respondents that were
used to determine potential findings for the study. The instrument was validated by
the institutional review board of ensure a valid response from the respondents. The
descriptive approach formed the basis for various research hypotheses, including
avoidance of prejudice. The researcher ensured that the survey was anonymous
and voluntary to protect the privacy of the respondents, and respondents felt more
anonymous and under less pressure to answer right away.

By adopting a rating scale questionnaire, the survey enabled respondents to

provide their opinions and feedback using a clear and consistent rating system. This
facilitated the analysis of data gathered and ensured that the findings were reliable
and valid. The study’s potential findings provided insights into how Dressmaking and
Tailoring students can achieve and this information can develop effective teaching
strategies and intervention.

LIKERT VERBAL SCALE RANGE

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 1 No Influence 1.0-1.80
2 Little Influence 1.81-2.60
3 Moderately Influence 2.61-3.40
4 Significant Influence 3.41-4.20
5 Highly Significant Influence 4.21-5.0

DATA GATHERING
After the questionnaire was approved by the adviser, copies were given
responded 77 Senior High School Students at Maria Clara L. Lobregat National High
School who responded. In order to serve the intended respondents, the researcher had
allocated time, effort, and cooperation for the development of their questionnaire. The
appropriate questions were adopted from the related research and individual questions
formulated by the researchers for the survey. The significance of the respondents’
responses to the study explained by the researcher. For the respondents to be able to
answer the questionnaire fully aware of the responsibility as the subject of the study, the
researcher clarifies a few terms with the respondents. After the respondents answered
the questionnaire the researcher will collected and tailed the data for interpretation. The
researcher gathered and tailed the data for interpretation after the respondents
responded to the questionnaire.

STATISTICAL TREATMENT
A three-way ANOVA is a statistical test used to examine these factors, Personal
Interest, Peer Influence, Family Influence and Dressmaking and Tailoring Strands. The
formula for a three-way ANOVA is;
Y= μ+ A+ B + C + AB + AC +BC + ABC + €
Where:
Y= Is the Dependent Variable (Choice of Dressmaking and Tailoring Strands) μ is the
overall mean for Dressmaking and Tailoring Strands.
A= Represents the main effect of Personal Interest on Dressmaking and Tailoring
Strands, holding Peer Influence and Family Influence constant.
B= Represents the main effect of Peer Influence on Dressmaking and Tailoring Strands,
holding Personal Interest and Family Influence constant.
C= Represents the main effect of Family Influence on Dressmaking and Tailoring
Strands, holding Peer Influence and Personal Interest constant.

12
AB= Represents the interaction between Personal Interest and Peer Influence on
Dressmaking and Tailoring Strands, holding Family Influence constant.
AC= Represents the interaction between Family Influence and Personal Influence on
Dressmaking and Tailoring Strands, holding Peer Influence constant.
BC-= Represents the interaction between Peer Influence and Family Influence on
Dressmaking and Tailoring Strands, holding Personal Interest constant.
ABC= Represents the three-way interaction between Personal Interest, Peer Influence,
and Family Influence on Dressmaking and Tailoring strands.
€= Is the residual error

ETHICAL CONSIDERATION
In conducting the study “Factors Influencing Choice of Dressmaking and Tailoring
as a Specialization among Grade 11 and Grade 12 Dressmaking and Tailoring Students
in Maria Clara L. Lobregat National High School” the researcher is aware of the
importance of maintaining ethical standards to ensure the safety, privacy, and well-
being of our respondents. Therefore, the researcher will take the following precautions
to protect the rights of our respondents.
Informed consent will be obtained from all respondents before they begin the study.
Participation in the study will be voluntary and respondents will have the right to
withdraw at any time.
Confidentiality of the respondents will be maintained by using pseudonyms in any
published data and by storing data securely.
The data collected will only be for the purpose of this research and will not be shared
with any third parties, respondents will not be put any physical or emotional harm.
The researcher will ensure that the rights of our respondents are protected and that the
study is conducted in an ethical responsible manner.

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 CHAPTER 4
Results and Analysis
In this chapter, we present the results of our study, focusing on the responses gathered
from the participants. The data collected provides insights into the gender distribution,
age range, grade level, factors influencing the choice of Dressmaking and Tailoring
specialization, and self-assessment of personal interest.

Gender Distribution
This table present the Graphical Presentation of the Gender Distribution among the
Student Participants.
TABLE 1. Graphical Presentation of the Gender Distribution among the Student
Participants

35.10%

Female
Male

62.20%

The profile of the participants in the study is summarized in Table 1, which presents a
graphical representation of the gender distribution among the student participants. Out

14
of the 74 responses received, 62.2% identified as female, while 35.1% identified as
male. This information provides an overview of the gender composition of the
participants and serves as a foundation for further analysis of the research findings.

Age Range

This table presents the age distribution among 74 respondents, along with the
corresponding frequencies and percentages.

TABLE 2. Table Representation of the Participants Age Range

Age Frequency Percent

15 1 1.4

16 5 6.8

17 19 25.7

18 29 39.2

19 19 12.9

20 9 12

21 2 2

Total 74 100

Among the respondents, age 15 was represented by 1 individual, accounting for 1.4%
of the total. Age 16 had 5 respondents, making up 6.8% of the sample. Age 17 was the
most prominent group, with 19 respondents, representing 25.7% of the total. Age 18
had the highest number of responses at 29, accounting for 39.2% of the sample. Age 19
had 9 respondents, making up 12.9% of the total. Age 20 had 9 respondents,
representing 12%. Lastly, age 21 had 2 respondents, accounting for 2% of the total.

15
Grade Level of the Participants in the study

This table present the Grade Level of the Participants in the study

TABLE 3. The chart represents the grade levels of the participants in the study

34.20%
Grade 11
Grade 12

65.80%

Out of the 74 responses received, 40% of the participants were in Grade 11, while the
remaining 60% were in Grade 12. This distribution provides insight into the grade
composition of the participants and allows for further analysis of the research findings
within different grade levels.

Factors that greatly Influence the Participants Decision to choose Dressmaking

and Tailoring as Specialization.

The table 4 provides a list of factors that greatly influence the participants'
decision to choose Dressmaking and Tailoring as a specialization.
50.00%
TABLE 4. The table Represent the Factors that greatly Influence the Participants
45.00%
Decision
40.00%
to choose Dressmaking and Tailoring as Specialization
35.00%
30.00%
25.00%
20.00%
15.00%
10.00% 16
5.00%
0.00%
Personal Interest Peer Influence Family Influence
 The responses indicate that personal interest was the most significant factor, with
47.3% of the participants stating it as the main influence. Peer influence was also
influential, with 23% of the participants considering it as a factor in their decision. Family
influence played a role for 29.7% of the participants. These findings highlight the
importance of personal interest and the impact of social influences in the decision-
making process for choosing Dressmaking and Tailoring as a specialization.

A. Personal Interest

Table 5 represents the self-assessment of personal interest among the participants.

Personal Interest Weighted Mean Rank Verbal Interpretation

1. I chose Dressmaking and 1.027 1 Strongly Agree

Tailoring based on my dream career

2. I chose Dressmaking and 1.013 2 Agree

Tailoring based on my interest

3. I chose Dressmaking and 1.013 3 Neutral

Tailoring based on my skills and
abilities

4. I chose this strand because I'm 1 5 Disagree

good at it

5. I chose this strand based on the 1.013 4 Strongly Disagree

satisfaction that I will get from my
future job.

Average Weighted Mean 5.066 Strongly Agree

TABLE 5. Self-Assessment of Personal Interest

Legend:

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 1.00 - 1.80= Strongly Agree

1.81- 2.60= Agree

2.61-3.40= Neutral
3.41-4.20=Disagree
4.21-5.00 = Strongly Agree

This table summarizes the reasons individuals have chosen the Dressmaking and
Tailoring strand. The top reason is their dream career, always considered with a
weighted mean of 1.027. Personal interest and skills/abilities are sometimes considered
(1.013), along with future job satisfaction (1.013). Proficiency is also a factor sometimes
considered (1). On average, these reasons are mostly considered sometimes in the
decision-making process, with an average weighted mean of 5.066.

B. Peer Influence

Table 6 present the self-assessment of peer influence among the participants.

Peer Influence Weighted. Rank Verbal

Mean Interpretation

1. Peer influence will take you on a right path. 1.027 3 Strongly Agree

2. I do believe on what my friends said. 3.125 1 Agree

3. Friends course can be a factor in taking a course. 1.027 5 Neutral

4. The friends statement can influence career choice 1.054 2 Disagree

5. Friends in this generation can be a tool in taking the right 1.027 4 Strongly Agree

18
thing included the course that you will take.

Average Weighted Mean 7.26 Strongly Agree

TABLE 6. Self-Assessment of Peer Influence

Legend:

1.00 - 1.80= Strongly Agree

1.81- 2.60= Agree

2.61-3.40= Neutral

3.41-4.20= Disagree

4.21-5.00 = Strongly Disagree WEIGHTED MEAN

3.5
3.125
3

2.5

1.5
1.027 1.027 1.054 1.027
1

0.5

0
Q1 Q2 Q3 Q4 Q5

This table present the weighted mean scores for five different questions. Question 2
received the highest score of 3.125, indicating a stronger agreement or importance as
compared to the other questions. Questions 1, 3, and 5 all have the same score of
1.027, suggesting a similar level of agreement or importance. Question 4 received a
slightly higher score of 1.054. These scores provide an overview of the respondents'
opinions and the significance of each question.

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 C. Family Influence

Table 7 presents the participants' self-assessment of the influence of their family

members.

TABLE 7. Present the Participants' Self-Assessment

Family Influence Weighted Mean Rank Verbal Interpretation

1. I seek my parents advice in 1.013 5 Strongly Agree

choosing Dressmaking and Tailoring
Strand

2. I choose this strand based on my 1.040 1 Agree

parents occupations

3. My parents recommend me to take 1.013 4 Neutral

Dressmaking and Tailoring Strand

4. I choose this strand based on my 1.027 2 Disagree

parents moral support

5. I choose Dressmaking and 1.027 3 Strongly Disagree

Tailoring strand based on my parents
perception of my future careers.

Average Weighted Mean 5.13 Strongly Agree

Legend:

1.00 - 1.80= Strongly Agree

20
 1.81- 2.60= Agree
WEIGHTED MEAN
2.61-3.40=
1.045 Neutral
1.040
1.04
3.41-4.20=
1.035
Disagree
1.03 1.027 1.027
4.21-5.00 = Strongly Disagree
1.025
1.02
1.015 1.013 1.013
1.01
1.005
1
0.995
Q1 Q2 Q3 Q4 Q5

This table presents the weighted mean scores for five questions. Questions 2 and 4
received slightly higher scores of 1.040 and 1.027, respectively. Questions 1, 3, and 5
all have the same weighted mean score of 1.013. These scores provide insight into the
level of agreement or importance attributed to each question by the respondents.

Table 8 presents the significant relationship between the variables "Personal

Interest," "Peer Influence," and "Family Influence."

TABLE 8. Significant Relationship Between Personal Interest, Peer Influence, and

Family Influence.

Variable Sum of Degree of Mean F-Value P-Value Remark

Freedom Square
Squares

Personal 5472.64 10 1368.16 488.63 0.0001. Statistically

Interest Significant

Peer Influence 5088.36 10 1272.09 144.56 0.0001. Statistically

Significant

Family Influence 80304 10 20076 4182.5 0.0001. Statistically

21
 Significant

The statistical analysis shows that there are significant differences in the mean values
within the categories of each variable. The calculated p-values for all three variables
(Variable 1, Variable 2, and Variable 3) were found to be smaller than the chosen
significance level of 0.05. These results indicate strong evidence to reject the null
hypothesis and support the presence of statistically significant differences in the means
within the categories. It is important to consider these findings within the specific context
of the field of study and any relevant practical or theoretical implications.

22
 CHAPTER 5
SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS FOR
FURTHER STUDIES

5.1 Introduction
This chapter is represented in four sections. The first section contributes to an overall
summary of the study followed by the summary of the findings and their conclusions.
Subsequent to this are the implications of the study and followed by recommendations
for future research.

5.2 Summary of the study

Values are ingrained in every individual and this study presents some insights to
understand this individual and how Factors influencing Choice of Dressmaking and
Tailoring Strand. The objectives of this study is to determine the Factors Influencing
Choice of Dressmaking as Specialization Among Grade 11 and 12 Dressmaking and
Tailoring Students in Maria Clara L Lobregat National High School specially this will opt
to answer the following questions;
1. What is the common factor that influence the respondents in choosing
Dressmaking and Tailoring as specialization?
2. How does factors personal interest significantly influence the respondents in
choosing Dressmaking and Tailoring as a specialization?
3. How does family factor significantly influence the respondents in choosing
Dressmaking and Tailoring as a specialization?
4. How does the peer factor significantly influence the respondents in choosing
Dressmaking and Tailoring as a specialization?
Research Question 1: Identified the common factor influence choice of Dressmaking
and Tailoring as specialization among Grade 11 and 12 Students in Maria Clara L
Lobregat National High School.
Research Question 2: Identified on how the factors personal interest significantly
influence choose Dressmaking and Tailoring as specialization.

23
Research Question 3: Identified on how the family factor significantly influence the
respondents choose Dressmaking and Tailoring as specialization.
Research Question 4: Identified on how the peer factor significantly influence the
respondents choose Dressmaking and Tailoring as specialization.
5.3 Summary of findings

The findings showed a distinct tendency by the 70 respondents to similar factors

in choosing Dressmaking and Tailoring as specialization.
This study aims to determine the Factors Influencing Choice of Dressmaking as
Specialization among Grade 11 and 12 Dressmaking and Tailoring Students in Maria
Clara L. Lobregat National High School.

5.4 Implications of the study

The findings of the study “Factors Influencing Choice of Dressmaking as Specialization
Among Grade 11 And Grade 12 Dressmaking and Tailoring Students In Maria Clara L.
Lobregat National High School”. The findings may have important consequences for a
variety of stakeholders including educators, policymakers, and students, shaping the
future of vocational education and career development in the dressmaking and tailoring
field. Here are some possible implications;
1. “Educational Policy Adjustment”. The study might imply that educational
policies should be adjusted to provide more support and resources for students
interested in dressmaking as a specialization. This could include offering more
advanced courses, workshops, or internships related to dressmaking.

2. “Curriculum Enhancement”. It suggests that the school curriculum for

dressmaking and tailoring should be enhanced to better align with the interests
and needs of students. This could involve incorporating modern techniques,
technology, and trends into the curriculum.

3. “Career Guidance Programs”: The study implies a need for improved career
guidance programs to help students make informed decisions about their
specialization. This could involve providing information about career
opportunities, salary prospects, and industry demands in dressmaking.

24
4. “Teacher Training and Development”. It suggests that teachers in dressmaking
and tailoring should undergo continuous training and development to stay
updated with industry standards and practices. This would ensure that students
receive quality education and mentorship.
5. “Resource Allocation”. The study implies a need for increased resources, such
as funding for equipment, materials, and facilities, to support the dressmaking
program. This would enable students to develop their skills effectively and pursue
their interests in the field.

6. “Promotion of Gender Equality”. It suggests that efforts should be made to

promote gender equality in the field of dressmaking, as traditionally it has been
associated more with female students. This could involve encouraging male
students to pursue dressmaking and tailoring as a viable career option.

7. “Industry Collaboration”. The study implies that collaborations between

educational institutions and the dressmaking industry could be beneficial. This
could include partnerships with local businesses, fashion designers, or textile
manufacturers to provide students with real-world experience and networking
opportunities.

8. “Social Perception and Recognition”. It suggests that there is a need to

improve the social perception and recognition of dressmaking as a valuable
specialization. This could involve highlighting successful careers in the field and
showcasing the creativity and innovation involved in dressmaking.

9. “Educational Policy Adjustment”. The study might imply that educational

policies should be adjusted to provide more support and resources for students
interested in dressmaking as a specialization. This could include offering more
advanced courses, workshops, or internships related to dressmaking.

10. “Curriculum Enhancement”. It suggests that the school curriculum for

dressmaking and tailoring should be enhanced to better align with the interests
and needs of students. This could involve incorporating modern techniques,
technology, and trends into the curriculum.

11. “Career Guidance Programs”: The study implies a need for improved career
guidance programs to help students make informed decisions about their

25
 specialization. This could involve providing information about career
opportunities, salary prospects, and industry demands in dressmaking.

12. “Teacher Training and Development”. It suggests that teachers in dressmaking

and tailoring should undergo continuous training and development to stay
updated with industry standards and practices. This would ensure that students
receive quality education and mentorship.

13. “Resource Allocation”. The study implies a need for increased resources, such
as funding for equipment, materials, and facilities, to support the dressmaking
program. This would enable students to develop their skills effectively and pursue
their interests in the field.

14. “Promotion of Gender Equality”. It suggests that efforts should be made to

promote gender equality in the field of dressmaking, as traditionally it has been
associated more with female students. This could involve encouraging male
students to pursue dressmaking and tailoring as a viable career option.

15. “Industry Collaboration”. The study implies that collaborations between

educational institutions and the dressmaking industry could be beneficial. This
could include partnerships with local businesses, fashion designers, or textile
manufacturers to provide students with real-world experience and networking
opportunities.

16. “Social Perception and Recognition”. It suggests that there is a need to

improve the social perception and recognition of dressmaking as a valuable
specialization. This could involve highlighting successful careers in the field and
showcasing the creativity and innovation involved in dressmaking.

26
5.5 Conclusion
Personal interest is a significant factor affecting students’ decision to specialize in
dressmaking. Many students express a genuine passion and enthusiasm for fashion
and designing. They enjoy working with fabrics, patterns, and creating unique garments.
This personal interest serves as a strong motivation for them to pursue dressmaking as
a specialization.
Family influence also plays a crucial role in shaping students’ choice of
specialization. Some students come from families with a background in dressmaking or
tailoring. They have been exposed to the craft from a young age and receive support,
guidance, and mentorship from their family members. This family influence encourages
and empowers them to pursue dressmaking as a specialized field.
Peer influence is another factor that cannot be overlooked. Students are influenced
by their peers, including classmates and friends who have chosen dressmaking as their
specialization. Interacting with peers who share similar interests and goals in fashion
and design can positively impact their decision to pursue dressmaking. Peer influence
creates a sense of belonging and reinforces their choice.
In conclusion, personal interest, family influence, and peer influence are crucial
factors in influencing the choice of dressmaking as a specialization among Grade 11
and 12 dressmaking and tailoring students at Maria Clara L. Lobregat National High
School. Students’ genuine passion for fashion, the support and guidance from their
families, and the influence of their peers contribute to their decision to specialize in
dressmaking.

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5.6 Recommendations for further studies

Based on the study “Factors Influencing Choice of Dressmaking as Specialization

Among Grade 11 And Grade 12 Dressmaking and Tailoring Students In Maria Clara L.
Lobregat National High School.” There are numerous suggestions for further studies
that can be explored to expand knowledge in this area. Here’ are some
recommendations:
1.Socio-Economic Analysis: Conduct a study to analyze the socio-economic
backgrounds of students. This could involve examining factors such as income level,
parental occupation, and access to resources, to understand how these factors
influence students’ decisions to specialize in dressmaking.

2.Analysis of School Curriculum Alignment: Analyze the alignment between the

school curriculum and students’ interests in dressmaking specialization to identify
potential gaps or opportunities for enhancing vocational education offerings.
Definition: This recommendation involves evaluating the content and structure of the
curriculum to assess its relevance and appeal to students interested in dressmaking.

3.Quantitative Analysis of Demographic Factors: Conduct a quantitative analysis to

examine how demographic factors such as age, gender, socioeconomic status, and
academic performance influence students’ choice of dressmaking specialization.
Definition: This recommendation involves collecting numerical data on various
demographic variables and analyzing their correlation with students’ specialization
preferences.

4.Longitudinal Study on Career Aspirations: Undertake a longitudinal study to track

the evolution of students’ career aspirations over time and investigate how these
aspirations influence their decision to pursue dressmaking specialization. Definition:
This recommendation involves following a cohort of students over an extended period to

28
observe changes in their career goals and how these changes impact their choice of
specialization.

5.Case Studies of Successful Alumni: Conduct case studies on alumni who

specialized in dressmaking and tailoring at Maria Clara L. Lobregat National High
School and have achieved success in related fields. This study would explore how the
factors influencing their choice of specialization contributed to their career paths and
achievements

5.7 Overall Summary

The choice of dressmaking as a specialization among Grade 11 and Grade 12
dressmaking and tailoring students at Maria Clara L. Lobregat National High School is
influenced by a variety of factors. These factors include personal interest and passion
for fashion design, career aspirations in the fashion industry, the influence of family and
peers, the opportunity for skills development, personal fulfillment through creative
expression, awareness of industry trends and demand, and the educational
environment provided by the school.
Students who choose dressmaking as a specialization often have a genuine interest
and passion for creating clothing, sewing, and garment construction. This interest drives
their decision to pursue dressmaking as they find joy and fulfillment in expressing their
creativity through fabric and design. Additionally, some students see dressmaking as a
pathway to a future career in the fashion industry, whether as a fashion designer, tailor,
or working in garment manufacturing.
Family support and peer influence also play a role in students’ decision-making
process. Students who come from families with a background in fashion or tailoring may
be more inclined to choose dressmaking as a specialization. Moreover, the practical
skills development offered by the dressmaking program, such as sewing, pattern-
making, and garment construction, attracts students who seek hands-on learning
experiences and opportunities to enhance their technical abilities.
By considering these factors, educators and policymakers can better cater to the needs
and aspirations of dressmaking students at Maria Clara L. Lobregat National High
School. Understanding the motivations behind students’ choice of dressmaking as a

29
specialization can guide the development of tailored educational programs that nurture
their creativity, skills, and career aspirations in the field of fashion design and tailoring.

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