Effects of Project-Based Learning Combined with Studio-Based Learning on the Quality of Lifestyle Fashion Prototypes Developed by Creative Home Economics Students

Abstract

This study aimed to examine the effects of project-based learning combined with studio-based learning on the quality of lifestyle fashion prototypes developed by Creative Home Economics students. The participants were 20 second-year students enrolled in the course Popular Fashion Product Prototype Development. The instructional intervention was implemented over a period of 15 weeks. Research instruments included project-based and studio-based lesson plans, prototype development worksheets, and a five-point rating scale rubric assessing prototype quality across four dimensions: creativity, functionality, material selection, and feasibility for real product development. Data were analyzed using mean and standard deviation.

          The results revealed that the overall quality of students’ fashion prototypes was at a high level ( = 4.10, S.D. = 0.46). Functionality received the highest mean score ( = 4.35, S.D. = 0.59), followed by creativity ( = 4.20, S.D. = 0.41) and material selection ( = 4.10, S.D. = 0.79), while feasibility for real product development had the lowest mean score but remained at a good level ( = 3.75, S.D. = 0.85). The findings indicate that project-based learning combined with studio-based learning effectively enhanced the quality of students’ fashion prototypes, particularly in terms of functionality and creativity. However, additional instructional activities related to production feasibility should be incorporated to better support students’ readiness for real-world product development.