Developing an Interactive Multimedia Module for the Topic of Making Clothes: A Requirements Analysis

Abstract

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 Effects of the Multimedia Interactive Module of Making Clothes (MIMC) on Students’ Understanding of the Concepts of Making Clothes in the Home Science Subject

“…This means, students need to understand and master the theory of sewing processes first, before they can apply that knowledge in the practice of making clothes. Bujeng et al (2018) found that the majority of HS students needed help in the forms of animations, videos, simulations and diagrams to understand the sewing processes that were considered to be difficult and abstract. Accordingly, the MIMC has been developed by incorporating various media elements such as sound, animations, videos, simulations, diagrams and text (Bujeng et al, 2019).…”

“…The students' theoretical knowledge and practical skills of the clothing and sewing component are still at a moderate level (Tee et al, 2016;Rubi, Mohamed & Sulaiman, 2014). Their understanding of the making-clothes topic is also low and they consider it very difficult to master (Bujeng, Kamis, Mohamed & Puad, 2018). According to Castro, Andres and Prestoza (2018), students' learning outcomes can be improved if they are often exposed to interesting and encouraging T&L methods.…”

“…Undoubtedly, the ICT and multimedia-based teaching and learning methods have proven to be effective and efficient, capable of helping the students to achieve understanding, acquire skills (Karaci et al, 2018;Hung, Kinshuk & Chen 2017;Linder, Eital, Strobel & Koller, 2016;Eital, 2015), maintain memory consistency (Hung et al, 2017;Yap, 2016;Cyril, 2016, Yuskel andYuskel, 2015), and thereby improve the motivation (Yanika, Moon, Sharon, Alan & Sally, 2017;Yap, 2016). Students are more excited and attentive if the teachers use ICT in their teaching (Bujeng et al, 2018;Yanika et al, 2017;Pusso & Ahmad, 2016). The purpose of the study is to test the effects of using the MIMC on the Form-Four students' achievement in the topic of making clothes.…”