Graduate Thesis Or Dissertation
 

Suggested learning experiences for beginning clothing construction based on the beliefs of Oregon home economics teachers

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  • The purpose of this study was to determine the beliefs of home economics teachers concerning beginning clothing construction skills. Specifically, the writer was seeking to determine: 1. What sewing skills are essential for beginning clothing construction students to acquire. 2. What sewing skills are important or desirable for beginning clothing construction students to learn. 3. Which of the important or desirable skills are elementary, intermediate or advanced within the beginning clothing construction curriculum. A questionnaire was sent to a random sample of Oregon home economics teachers who were most likely to be teaching beginning clothing construction. They were asked to indicate their beliefs concerning 54 individual clothing construction skill statements, which had been obtained after consulting curriculum guides. Of the 80 questionnaires sent out, 50 (63 percent) were returned and 48 (60 percent) were usable. From the teachers' replies, skills were categorized as Essential, Important/Desirable and Nonessential by numerically weighted scores and the number of responses the skills received in each category. Thirty skills were identified as Essential, eighteen skills were Important/Desirable and six skills were found to be Nonessential. Skills identified as Important/Desirable were further categorized as Elementary Beginner, Intermediate Beginner and Advanced Beginner. The following conclusions were based on the analysis of the data: 1. More Essential clothing construction skills were identified than Important/Desirable skills, which may indicate that skills in the questionnaire were generally of a beginning level, or that teachers felt more skills were essential to learn as a basis for sewing. 2. Skills identified as Essential by teachers may also be said to be of the Elementary Beginner level, as few of the Important/ Desirable skills were so classified. 3. The majority of skills identified as Important/Desirable were also classified by teachers as being in the Intermediate Beginner level of clothing construction; therefore, these skills may be said to be of the Intermediate Beginner level. 4. There seems to be some similarity in the beliefs of Oregon teachers and the Washington teachers who contributed to the development of sewing levels in the Washington guide concerning the levels of clothing construction skills. 5. There was little emphasis on "levels of difficulty" of clothing construction skills in the curriculum guides the writer reviewed. 6. It is possible to develop suggested learning experiences based on the Essential clothing construction skills that were identified. The writer developed learning experiences for the Essential clothing construction skills identified by Oregon teachers and suggested sewing projects in which the skills may be used. On the basis of this study, the writer recommends the following as suggestions for possible future research: 1. Ascertain which, if any, sewing skills would be essential for all students to know by determining what sewing skills are most commonly used by various groups of people (teen-agers, young marrieds, single men and/or women, mothers of young children, mothers of teen-agers, married women, and elderly men and/or women). 2. Develop evaluation devices for use in assessing a student's level of competency in clothing construction. 3. Determine Essential and/or Important/Desirable sewing skills for the intermediate or advanced level of clothing construction. 4. Create a sequence of learning experiences for clothing construction based on students': a. eye-eye; eye-hand coordination b. ability to see abstracts and relationships c. previous sewing experience d. muscle coordination 5. Find the relationship, if any, between sewing and consumer buying skills in concepts relating to home furnishings and clothing for the family. 6. Determine the relationship of sewing skill level to sociological psychological feelings regarding standards for clothing construction i. e. teacher-student, teacher-teacher, teacher community, etc.
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Déclaration de droits
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