This study discusses the analysis results of the requirements carried out as a first step in constructing an interactive multimedia module for learning and facilitating (LFc) the topic of making clothes. Respondents consist of 13 Home Science teachers and 166 form five students from different secondary schools in the northern zone of Sarawak. The purpose of this analysis is to identify the normative requirements of the topics contained in Home Science Standards of Content and ascertain the perception and student-sense needs. This requirement analysis of students is also done from the perspective of teachers as individuals who are directly involved in the learning and facilitation of Home Science. The results show that the topic of making clothes is considered as a very difficult subject by the teachers and students. The results of the comprehension test on the topic of making clothes also show the students' low level of achievement. Although the teachers use multimedia software to teach the topic of making clothes, it is found that the software used to teach the topic is incomplete and does not conform to the Home Science Standards of Content.
The Multimedia Interactive Module of Making Clothes (MIMC) is developed for the teachers to learn and facilitate (LFc) the teaching of the Making Clothes topic in the Home Science (HS) subject in the Malaysian schools. The purpose of this study is to test the effects of using the MIMC on students' understanding of the basic concepts of making clothes. This is a quantitative study employing the quasi-experimental method of pre-and post-test. The study used cluster sampling to select 73 Form Four HS students who were then divided into the treatment and control groups. A total of 37 students of the treatment group were taught the topic of Making Clothes using the MIMC while 36 students of the control group were taught using the conventional method. The data were analyzed using the SPANOVA test. The findings show that the use of MIMC has a significant impact on the students' understanding with p <0.05. The implications of this study are that the use of MIMC effectively increases the students' understanding as well as the mastery of the difficult and abstract making-clothes concepts. In conclusion, multimedia-based teaching and learning yield better outcomes than those of the conventional method.
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