




































American International Journal of Education and Linguistics Research 

Vol. 4, No. 1; 2021 

ISSN 2641-7987   E-ISSN 2641-7995 

Published by American Center of Science and Education, USA 

 

31 

CAN TAILORING SKILLS BE DELIVERED THROUGH E-

LEARNING PLATFORM; PERSPECTIVE OF THE THREE-

LEARNING DOMAINS (COGNITIVE, AFFECTIVE AND 

PSYCHOMOTOR DOMAIN) 
 

Shahjada Syed Irfanul Hoque 

Managing Trustee 

Darul Irfan Research Institute (DIRI), Bangladesh 

Nayeb Sajjadah Nasheen 

Gausia Ahmadia Manzil, Maizbhandar Darbar Sharif 

Fatickchhari, Chattogram, Bangladesh 

E-mail: tasauf.darulirfan@gmail.com 

 

Ali Azgar Chowdhury 

Lecturer 

Department of Philosophy, Gacchbaria Govt. College 

Chandanaish, Chattogram, Bangladesh 

Associate Member of DIRI 

E-mail: tasauf.darulirfan@gmail.com 

 

Md. Rabiul Hossen 

Lecturer 

Department of English 

Nanupur Laila Kabir University College, Bangladesh 

Associate Member 

Darul Irfan Research Institute (DIRI), Bangladesh 

E-mail: tasauf.darulirfan@gmail.com 

 

Dina Arjumand 

Student 

Department of “Urban & Regional Planning” 

Chittagong University of Engineering & Technology 

Associate Member 

Darul Irfan Research Institute (DIRI), Bangladesh 

E-mail: tasauf.darulirfan@gmail.com 

 

ABSTRACT 
E-learning is a process of learning where we use the electronic-based platform through the 

internet. Nowadays, e-learning has become very essential for academia and vocational skills 

training through the use of the internet. During the ongoing lockdown, the Ministry of 

Education of Bangladesh is conducting online classes through various e-learning platforms. 

Education activities have been completed through e-learning but technical education is lagging 

in Bangladesh in the new-norm situation. With this backdrop, the study has developed a model 

for teaching tailoring curriculum to train the tailors' course to participants in selected areas of 

Bangladesh. The approach of this research is classroom action research in e-platform involving 

teachers to examine common issues. Teachers have followed the three learning domains 

(Cognitive, affective & psychomotor domains) to make the students skilled in tailoring via e-

platform. The study will show how the new teaching method was applied using e-platform and 

the impact of the proposed teaching method in the gradual improvement of the psychomotor 

skill in the tailoring of the students. This study implies the NSD program of the Ministry of 

Education. It is expected that the study will help to improve psychomotor skills by a proposed 

teaching system using an e-platform in the new-norm situation. 

 

Keywords: E-learning, Lockdown, NSD Program, Online Class, Tailoring Skill.  

 

INTRODUCTION 

E-learning is a new method of learning for the students of Bangladesh. During the Covid-19 

outbreak, when physical distancing is recommended, E-learning is welcome. E-learning has 

become a widely accepted concept mostly in the developed countries. Distance e-learners are 

mailto:tasauf.darulirfan@gmail.com
mailto:tasauf.darulirfan@gmail.com
mailto:tasauf.darulirfan@gmail.com


                www.acseusa.org/journal/index.php/aijelr           American International Journal of Education and Linguistics Research            Vol. 4, No. 1; 2021 

 

32 

expected to participate in an e-learning environment and interact with the content, colleagues, 

and facilitators through distance education technologies (Aboderin & Laleye, 2019). Being a 

developing country with limited access to the current advanced technologies, Bangladeshi is not 

an exception. As of 1 June 2020, globally, 1.2 billion learners (68% of the world's total enrolled 

learners) were affected due to the education institute closure in 144 countries, according to 

UNESCO data. Since 17 March all the educational institutes in the country have remained 

closed to prevent the spread of COVID-19 among the student. In this situation, e-learning has 

gained priority in the education sector. The learning activities refer to using electronic 

technologies for learning and teaching. Vocational skill is a crying need for educating people to 

bring them a profession which is needed in all areas of life. Though tailoring is a psychomotor 

skill, it needs proper knowledge and also motivation to be a professional tailor. That's why 

teachers have developed a new teaching method that combines 3 domains of learning e.g. 

Cognitive, affective, and psychomotor domains using E-platform. 

 

Problem Statement  

A large number of students are availing the benefits of E-learning and it is expected to be an 

effective and efficient mode of the teaching e-learning process in days to come. While starting 

the corona pandemic Bangladesh Government has conducted an on-line class in different 

sections. In this situation, Gausal Azam Maizbhandari Technical Institution (GAMTI) of 

Fatickchari Upazilla of Chattogram District has been conducting online classes since April 

2020. The teachers have prepared a new teaching method for tailoring via e-platform. 

 

Objectives of the Study 
The objectives of the study are given below: 

 To build up a new model for teaching and learning tailoring skills using e-platform in the 

new-norm situation.  

 To ensure the different methods and tools for applying the three domains of teaching and 

learning. 

 To find out students' psychomotor skill performance in tailoring according to 

psychomotor domain theory. 

 

An Introduction to the Method 
Teachers have made a new model for teaching tailoring skills using an e-platform. Teachers 

applied the proposed teaching systems which include cognitive, affective, and psychomotor 

learning system action by three learning domains. At first, teachers have started their class with 

an affective learning system to them motivated and willing to tailoring skills. Then they have 

given the basic knowledge of tailoring following cognitive learning and lastly applied 

psychomotor domain. While applying the psychomotor domain, teachers have assessed students' 

psychomotor skills to evaluate the performance in tailoring assessments of psychomotor skills. 

 

Research Questions 

 How can a new teaching method be build-up for tailoring skills in the new-norm 

situation? 

 How can the proposed method of tailoring skill learning be applied?  

 How the performance of the students in psychomotor skills can be assessed via e-

platform? 

 What is the outcome after applying the proposed teaching and learning method? 

 Is it possible to deliver the tailoring skill through via an e-platform?  

 

LITERATURE REVIEW 

E-Learning: E-learning can be defined to be the use of electronic devices and technology for 

learning new information and skills (Moubayed et al., 2018).Creation, dissemination, managing 

data, and strong information are some of the activities performed in the academic institution 

through different information and communication tools called e-learning (Muhammad et al., 

2016).  

Learning Domains: Benjamin Bloom had developed a taxonomy of Educational objectives. It 

consists of three domains namely cognitive, Affective and psychomotor. The cognitive domain 

is related to the thinking process. The affective domain is connected with feelings and attitudes 

and the psychomotor domain includes motor skills. The selected teaching strategies must 

enhance knowledge (cognitive), skills (psychomotor), and attitudes (affective) (Ahmad et al., 

2018). Learning is not a solitary task of memorizing information, but an interactive process of 

refining one’s understanding and developing one’s skills (Omoniyi & Torru, 2019). 



                www.acseusa.org/journal/index.php/aijelr           American International Journal of Education and Linguistics Research            Vol. 4, No. 1; 2021 

 

33 

Tailoring skill Learning 

Cognitive Learning: Cognitive domain deals with how a student acquires processes and 

utilizes the knowledge that focuses on intellectual skills and is familiar to educators (Kasilingam 

& Chinnavan, 2014). Bloom's taxonomy (knowledge, comprehension, application, analysis, 

synthesis, and evaluation) is frequently used to describe the increasing complexity of cognitive 

skills as students move forward from a beginner to a more advanced level in their knowledge 

(Kasilingam & Chinnavan, 2014). 

Affective Learning: Affective learning relates to values, attitudes, and behaviors and involves 

the learner Emotionally (Renner, 2008). Affective It can ensure a gradual growth in feelings or 

emotional areas (attitude) which helps the students to be confident and active to perform the 

psychomotor skill. The Affective learning domain includes 5 steps  Receiving (willing to listen), 

Responding (willing to listen), Valuing (willing to be involved)  Organizing (willing to be 

advocate) Characterization (willing to change one’s behavior, lifestyle, or way of life) 

(Kasilingam & Chinnavan, 2014).  

Psychomotor Learning: Practical teaching requires paying attention to the application of all 

teaching strategies in the psychomotor domain (Ahmad et al., 2018). Without applying the 

psychomotor domain psychomotor Dave (1970) develops a psychomotor theory that represents 

5 degrees of competence while performing a psychomotor skill. The 5 stages of this theory are 

Imitation, Manipulation, Precision, Articulation, and Naturalization. 

 

METHOD & MATERIALS 

Participants: The total population is 30 who were the participants of the paper. All the students 

are regular students of "Gausul Azam Maizbhandari Technical Institute”. 

 Table 1. Participants according to their gender and age 

 

The Overall Framework of the Study: A proposed teaching method for e-platform was 

applied to the participants including three domains of learning for tailoring skill learning.  

Teachers have chosen the Zoom Cloud Platform for a collaborative teaching and learning 

system. After applying the new teaching method in the online platform, the psychomotor skill 

assessment of the participants was performed according to “Dave psychomotor theory”. For 

assessment of participants’ performance, teachers have followed 5 points Likert scale from very 

good to very bad.  

 

 

 

 

 

 

 

 

 

 

Figure 1. Proposed Teaching framework for tailoring skill learning 

Affective Domain: Though tailoring is a psychomotor skill but to make the students properly 

skilled with awareness, belief, willingness, motivation, the affective domain is effective. For 

instance, when a student believes in his/her ability or capability to successfully perform a task, 

he or she may be successful in the task (Olusegun et al., 2020). Motivation is a fundamental 

element in students' learning to achieve success point (Nijat, 2019).So teachers have decided to 

make the students aware of, motivated so that they can be skilled in tailoring to build a good 

profession in tailoring. 

 

Gender 

Age in year Total participants 

16-18 19-21 22-24 25-27 28-30 31-33 F (%) 

Female 1 1 3 5 0 1 11 100 

Male 0 2 1 3 5 8 19 0 

Total 1 3 4 8 5 9 30 100 % 

Cognitive Learning 

(Bloom’s revised    

taxonomy,2001) 

 

 

 

 

Psychomotor 

Learning(Dave,197

0) 

 

 

 

 

Affective Learning 

(Bloom 

&Krathwohl,1973) 
 

Assessment of Students’ 

Performance of psychomotor skill 

(Dave,1970) 



                www.acseusa.org/journal/index.php/aijelr           American International Journal of Education and Linguistics Research            Vol. 4, No. 1; 2021 

 

34 

 Table 2. Proposed teaching method for Affective learning using e-platform  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Cognitive Domain: Tailoring skill is not only psychomotor-based learning but also knowledge-

based learning. The students should have basic knowledge about tailoring, sewing machine 

parts, different types of equations for the specific types of dress, different dress design, etc.  

 

Table 3. Proposed teaching method for Cognitive learning using e-platform   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Psychomotor Domain: After gaining proper knowledge about tailoring, teachers have followed 

the psychomotor domain to make the students skilled in tailoring. Teachers have followed 

Dave's psychomotor theory because they wanted to make the students skilled gradually. While 

       Domain            Teaching method Tools and Platforms 

Receiving Teachers tried to motivate and make the students 

aware of learning tailoring skills. 

Slide sharing in 

zoom platform 

 

Responding 

Teachers discussed with the students about their 

opinion, willingness about tailoring learning and 

made them co-operative in the class.  

Question-Answer  

segment& Group 

Discussion 

 

 

Valuing 

Teachers made the students understand why they 

are learning tailoring skills. 

Slide share in Zoom 

platform. 

Teachers asked to share their preferences, choice, 

and valuation about tailoring skill learning.   

Question-Answer 

segment 

Students were asked to make a justification about 

the learning. 

Short presentation. 

Organizing Teachers and students made a discussion by 

sharing their new ideas by modifying the existing 

theme of tailoring or designing dress patterns.  

Group-discussion & 

Question-answer. 

Characterization The teacher asked the students to describe how 

the tailoring skill can be a profession or can 

change the way of life. 

Group-discussion & 

Question-answer. 

Domain Teaching method Tools and Platforms 

 

 

Remembering 

Teachers asked the students to remind them 

what they had learned in the previous class And 

gave a short overview about what they learned. 

Collaborative discussion 

& slide sharing. 

 

 

 

Understanding 

Teachers gave a presentation showing different 

types of functions & equations of dress patterns 

for sewing. 

Power-point slide sharing 

in Zoom platform. 

Teachers made the students familiar with the 

parts of the sewing machine. 

3-D drawing & 3-D 

animated video by screen 

sharing in Zoom 

platform. 

Teachers showed different patterns of sewing, 

different types of stitches, thread, etc. 

Power-point slide sharing 

& providing e-books in 

Google Classroom  

   Applying Teachers showed the application of the different 

equations, patterns in different dress patterns.  

 

Power-point slide sharing 

& tutorial video. Teachers taught the way to choose the right 

thread, stitch, etc. for specific dress patterns. 

 

Analyzing 

The teachers analyzed the tailoring knowledge 

and made comparative analysis in a different 

type of fashion sense and dress design. 

Power-point slide sharing 

& tutorial video. 

 

Evaluating 

The teacher asked students to make a judgment 

about what they learned from the class.  

Collaborative discussion 

between teachers & 

students. 

 

Creating 

Teachers asked the students to give a 

presentation & viva.  

Micro-soft Power-point 

slide sharing. 

 

Teachers asked the students to Conduct quizzes. 

“Google-form 

submission” in Google 

class-room 



                www.acseusa.org/journal/index.php/aijelr           American International Journal of Education and Linguistics Research            Vol. 4, No. 1; 2021 

 

35 

performing the psychomotor skill, teachers also applied affective learning system to keep the 

students motivated and active. 

 

            Table  4. Proposed teaching method for psychomotor learning using e-platform 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

RESULTS 

After applying the proposed teaching method for tailoring, teachers wanted to evaluate the 

performance in tailoring as a psychomotor skill. The proposed teaching method was followed 

from the first week to last week and the result is the mean value of the total weeks of the course. 

Because the learning domain is repeated each week as it takes a week to complete a dress-

making. Their performance was monitored in the live class using a webcam in the Zoom cloud 

platform. 

 

Assessment Of Psychomotor Skill: For the assessment of participants’ performance,5points 

Likert scale as very good to very bad was used according to their performance.  

Domain Teaching & Learning method Tools and platforms 

 

 

Imitation 

Teachers performed tailoring skills like cutting 

cloths or sewing and the students tried to do by 

imitating their teachers. 

Using Webcam in 

Zoom platform 

Teachers advised them to practice at home. Providing tutorial 

video in “Google 

classroom” 

 

 

 

 

Manipulation 

The next day, students tried to do the skills by 

themselves. The teacher guided to perform the skill. 

 

 

Using Webcam in 

Zoom platform 

Students were asked to perform cutting clothes by 

taking measurements using equations or sewing 

cloths part by part by following the direction of 

teachers. 

Teachers gave pieces of advice to practice at home 

by themselves with the help of tutorial videos made 

by teachers. 

Providing tutorial 

video or recorded 

class in “Google 

classroom” 

 

 

Precision 

After practicing for 2 days, teachers asked them to 

make the machine ready, cut cloths or sew it without 

giving any direction. At this level, they got precision 

level by practicing a lot at their home before. 

 

Using Webcam in 

Zoom platform 

Teachers gave home-task so that the students can 

practice themselves at home 

Uploading 

assignment in Google 

Classroom 

 

 

Articulation 

The next day, students were asked to perform 

sewing from first to last which means they have to 

integrate all the skills. They had to make the 

machine ready, take the body measurement, cut the 

cloths, and then sewing the cloths and make the 

dress ready to wear.  

 

Using Webcam in 

Zoom platform 

 

Teachers gave pieces of advice to practice at home 

by themselves with the help of tutorial videos made 

by teachers. 

Providing tutorial 

video in “Google 

classroom” 

Naturalization After practicing for 2 days, students perform the 

same skill naturally without thinking more. 

 

Using Webcam in 

Zoom platform 

 

Teachers also ask them to solve similar types of 

problems like sewing a similar type of dress. 



                www.acseusa.org/journal/index.php/aijelr           American International Journal of Education and Linguistics Research            Vol. 4, No. 1; 2021 

 

36 

0

10

20

30

40

50

60

70

80

IMITATION PRECISION 

RATE OF IMPROVEMENT BY STAGE 

0% 20% 40% 60% 80% 100%

Imitation 

Manipulation 

Precision 

Articulation 

Naturalization 

Percentage of performance in psychomotor skill 

Very Good Good Moderate Bad Very Bad

 

Figure 1. Percentage of performance in perspective of “Dave psychomotor theory” 

 

From figure 1, it can be found that in imitation level only 16% students’ performance 

very good and 10% students’ performance was good. A large number of students’ performance 

was bad at the initial level. But the students were able to improve their performance gradually. It 

shows that in the final stage of the psychomotor domain, which is called Naturalization, the 

percentage of good performance had increased. Around 56.67 % of students performed very 

well, 16.67 % performed good, only 10% were very bad and 3.4 % were very bad at their 

performance. In each level, the percentage of good performance has increased in comparison to 

the previous phase of the Psychomotor Domain. 

 

Rate of Improvement of Psychomotor Skill: The rate of improvement of the psychomotor 

skill has been found from imitation level to naturalization level. So, a graph a has been drawn 

according to the percentage of the students at a very good and good level based on their 

performance. This graph will show how the level of performance develops with each level of 

competence of Dave's theory. 

             

 

 

Figure 2. Improvement of performance by phases of Dave theory 

 

The figure 2 shows that the percentage of students at a good level has increased in each 

step of the Dave theory. At the imitation level, the percentage of good performance was lowest 

where at the naturalization level, the percentage of good performance is highest. That means, we 

can say the level of performance in tailoring has been improved according to the stages of 

Dave's theory. The cognitive domain is needed for having proper knowledge before starting 

tailoring skill and the affective domain is applied from first to last week to make the students 

motivated, interested, and active in the class always. 

 

DISCUSSION 
The proposed teaching method was fruitfully applied and has a good outcome in the students' 

performance in tailoring skills. It is expected that the new teaching method will be beneficial for 

learning vocation skills via e-platform. E-platform is a good opportunity to ensure 



                www.acseusa.org/journal/index.php/aijelr           American International Journal of Education and Linguistics Research            Vol. 4, No. 1; 2021 

 

37 

“Collaborative and Face-to-Face” teaching and learning systems for the students and the 

teachers. In this new-norm situation, as the e-platform is the best way for teaching and learning, 

the proposed method can be applied.  

Some limitations found while applying the action. As the study is e-platform based, the 

network is a big issue for the rural areas of Bangladesh as a developing country. Few students 

have a lacking of ICT efficacy. Some students are discouraged by their families as parents are 

not aware of vocational learning. They have failed to improve their skills. Some following 

measures will be taken to overcome the barriers faced by the students so that tailoring can be 

delivered through e-learning in the future perfectly for all of the students. There is the need to 

assist students to go through their academic, psychosocial and financial life with less stress so 

that they can perform greatly and not become drop-out in life (Ojewola, 2020). The measures 

are:  

 The students who have lack ICT efficacy will be trained so that they can continue with 

the tailoring class via e-platform. 

 Those who have financial problems buying devices or sewing machines will be provided 

a soft loan so that they can remove the barriers to continue with the learning process. 

 The parents who are discouraging their children will be inspired by showing the 

possibility of learning via this system. 

 Finally, a concern can be created for the government to ensure sufficient network 

facilities in rural areas. 

At last, we can say the customized skill like tailoring can be delivered through e-platform in the 

perspective of the proposed teaching method. By using psychomotor domain theory, a 

vocational skill can be perfectly assessed. According to the study, we can decide to continue the 

tailoring skill learning program of the institution in the online platform which is a crying need in 

this new normal situation. 

 

REFERENCES 
Aboderin, O. S., & Laleye, A. .(2019). The Relationship between Online Interaction and 

Academic Performance of Distance E-Learners in a Nigerian University. American 

International Journal of Education and Linguistics Research, 2(1), 25–33. 

https://doi.org/10.46545/aijelr.v2i1.72 

 

Ahmad, A., Kamin, Y., & Md Nasir, A. N. (2018). Applying Psychomotor Domain for 

Competency-Based Teaching in Vocational Education. Journal of Physics: Conference 

Series, 1049(1). https://doi.org/10.1088/1742-6596/1049/1/012049 

 

Hoffmann, M. H. W. (2008). Using Bloom’s taxonomy of learning to make engineering courses 

comparable. 19th EAEEIE (European Association for Education in Electrical and 

Information Engineering) Annual Conference - Formal Proceedings, June 2008, 205–209. 

https://doi.org/10.1109/EAEEIE.2008.4610187 

 

Kasilingam, G., & Chinnavan, E. (2014). Assessment of learning domains to improve student's 

learning in higher education. Journal of Young Pharmacists,6(4), 27–33. 

https://doi.org/10.5530/jyp.2014.1.5 

 

Moubayed, A., Injadat, M., Nassif, A. B., Lutfiyya, H., & Shami, A. (2018). E-Learning: 

Challenges and Research Opportunities Using Machine Learning Data Analytics. IEEE 

Access, 6, 39117–39138. https://doi.org/10.1109/ACCESS.2018.2851790 

 

Muhammad, A., Feham, M., Ahmad, F., N, Q., & Shah, A. (2016). A Study to Investigate State 

of Ethical Development in E-Learning. International Journal of Advanced Computer 

Science and Applications, 7(4), 284–290. https://doi.org/10.14569/ijacsa.2016.070436 

 

Nijat, N., Atifnigar, H., Chandran, K., Tamil Selvan, S. L., & Subramonie, V. (2019). 

Psychological Factors that Affect English Speaking Performance among Malaysian 

Primary School Pupils. American International Journal of Education and Linguistics 

Research, 2(2), 55-68. https://doi.org/10.46545/aijelr.v2i2.117 

 

Ojewola, O. F. (2020). Stress Factors and Sustainable Development among Undergraduates of 

Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria. American 

International Journal of Education and Linguistics Research, 3(1), 1–10. 

https://doi.org/10.46545/aijelr.v3i1.132 



                www.acseusa.org/journal/index.php/aijelr           American International Journal of Education and Linguistics Research            Vol. 4, No. 1; 2021 

 

38 

Olusegun, A. A., Adepeju, O. B., & Matthew, B. T. (2020). Influence of Self-efficacy on 

Academic Competence of Secondary School Students in Osun State. American 

International Journal of Education and Linguistics Research, 3(1), 38–44. 

https://doi.org/10.46545/aijelr.v3i1.150 

 

Omoniyi, A. O., & Torru, T. E. (2019). Effectiveness of Process Oriented Guided Inquiry 

Teaching Strategy on Students’ Performance in Chemistry in Secondary Schools in Ondo 

State, Nigeria. American International Journal of Education and Linguistics Research, 

2(1), 34–38. https://doi.org/10.46545/aijelr.v2i1.73 

 

Renner, J. (2008). Sustainability in higher education: Directions for change. In EDU-COM 2008 

International Conference (Vol. 5). 

 

 

Copyrights  

Copyright for this article is retained by the author(s), with first publication rights granted to the 

journal. This is an open-access article distributed under the terms and conditions of the Creative 

Commons Attribution license (http://creativecommons.org/licenses/by/4.0/). 

 


