Technology Integration through Computer-Aided Instruction (CAI) in Teaching TLE 11 Garments Concepts

Lovely A. Conejo, Gerry B. Estrada and Roey C. Sumaoy
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Lovely A. Conejo: North Eastern Mindanao State University
Gerry B. Estrada: North Eastern Mindanao State University
Roey C. Sumaoy: North Eastern Mindanao State University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 3832-3841

Abstract: This study explored the integration of video tutorial-based Computer-Aided Instruction (CAI) in teaching garment concepts, specifically “Draft and Cut Pattern for Ladies’ Trousers,†to Grade 11 Technology and Livelihood Education (TLE) students. The research employed a developmental, descriptive design based on the ADDIE instructional design model. The study was conducted at Parang National High School in Surigao del Sur, involving purposively selected Grade 11 students. The students utilized the developed CAI material, and the data were gathered through pretests and posttests, as well as a validated Technology Acceptance Model (TAM)-based questionnaire assessing content, instructional, and technical quality. Findings showed that the developed CAI material was highly rated in all quality domains, with strong agreement on its effectiveness, user-friendliness, and relevance to the curriculum. Students perceived the material as valuable for enhancing learning, fostering confidence, and increasing engagement. A significant improvement in posttest scores was observed among students, affirming the material’s effectiveness. Statistical analysis revealed a meaningful difference between pre- and posttest results, indicating the CAI’s positive impact on learning outcomes. The study concludes that CAI is an effective and acceptable instructional approach for teaching garment concepts. It is recommended that learners maximize its use, teachers integrate it into pedagogy, administrators provide necessary support, DepEd explore policy integration, and future researchers expand on its long-term impacts in technical-vocational education.

Date: 2025
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