The Effectiveness of the Scamper Strategy in Developing Students' Skills in Combining Tufted Embroidery and Stencil Printing to Enrich the ladies' bags (Tote Bag).

Document Type : Original research articles

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Department of Home Economics, Faculty of Specific Education, Assiut University, Assiut, Egypt

Abstract

The research aims to employ the Scamper strategy to develop students' skills in combining tufted embroidery and stencil printing to enrich the design of ladies' bags, called tote bags, as an educational unit within the Textile and Furnishings Printing course. It also sought to measure the strategy's effectiveness in enhancing students' knowledge and skills. The research sample comprised 30 fourth-year students from the Home Economics Department at the Faculty of Specific Education, Assiut University. The significance of the study lies in keeping pace with modern trends in teaching students how to integrate embroidery and printing techniques to enhance the aesthetic value of ladies' bags. Additionally, it aims to create new job opportunities by equipping young people with the skills needed to establish small businesses.
The research followed the quasi-experimental approach and the descriptive analytical approach. The research tools included knowledge and skill tests (pre- and post-tests), and an assessment scale to measure their validity and reliability. The results confirmed the validity of the proposed hypotheses, as statistically significant differences were found between the students' average scores in the cognitive and skill tests before and after applying the educational unit in favor of the post-test. This indicates the effectiveness of the SCAMPER strategy in enhancing students' skills in integrating tufted embroidery and stencil printing to enrich the design of ladies' bags, called tote bags. The researchers recommended the necessity of using the SCAMPER strategy to acquire other skills in the specialization and incorporating other arts to enrich the Totebag.

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Journal of Home Economics - Menofia University
Volume 35, Issue 2
April 2025
Pages 233-259

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