Peer Support Systems and Sewing Skill Development among Garments Technology Students in Higher Education

Abstract

This study investigated the role of peer support in enhancing sewing skills among Garments Technology students through the framework of Social Learning Theory. Conducted during the 2024–2025 academic year in a Philippine technical-vocational institution, the research sought to determine how emotional, informational, instrumental, and motivational forms of peer support influence students’ skill acquisition and confidence in sewing. Employing a descriptive mixed-method design, data were collected from 30 purposively selected students using a researcher-made survey and semi-structured interviews. Quantitative data were analyzed using weighted mean, while qualitative responses underwent thematic analysis to complement statistical findings. The results revealed an overall mean of 3.08, indicating a generally positive perception of the peer support system in sewing laboratory classes. Among the four dimensions, informational support obtained the highest mean (3.26), suggesting that peer knowledge sharing, modeling, and demonstrations were the most influential in improving sewing competence. Emotional and motivational support also contributed significantly by fostering persistence, confidence, and reduced learning anxiety, while instrumental support facilitated practical assistance during sewing tasks. These findings affirm the centrality of observation, imitation, and social reinforcement in vocational learning contexts as articulated in Bandura’s Social Learning Theory. In summary, peer support systems play a vital role in developing technical proficiency, emotional resilience, and collaborative skills among Garments Technology students. Integrating structured peer learning strategies into vocational education programs may thus enhance both individual competence and collective efficacy, ultimately preparing learners for the teamwork-driven demands of the garment industry.