Research Publications

Academic theses and dissertations are regularly published and widely disseminated in YUOE Journal, Monographs, Universities Research Journal (URJ), Myanmar Academy of Arts and Science (MAAS) Journal, AsTEN Research Journal and International online Journals for sharing knowledge and contributing to the development of our education.

Myanmar Academy of Art & Science List of Research

No. Researcher Title Abstract Year
1941 Phyo Wai Aung PROBLEM SOLVING METHOD: LISTENING TO HOW A TEACHER GUIDES AND STUDENTS WORK IN THE CLASSROOM The purpose of this study was to express how a teacher’s teaching practice reflects problem solving method and students work in the classroom. Grade-Six Section A of No. 3 Basic Education High School, Sagaing was purposively selected from Sagaing Township, Sagaing Region. Single case study method was used. Interview questions and observation schedules were mainly used as instruments in the study. After each instructional process was observed, one selected schoolgirl, one selected schoolboy and one selected group of three schoolboys were interviewed. The teacher was interviewed only after the instructional process was conducted for five days. The research findings proved that problem solving method is assured to attain students’ interest, active participation and engagement in learning mathematics. It has been recommended that problem solving method be used in teaching other science disciplines. Moreover, further similar studies should be carried out for different grades and for different methods. 2021
1942 Haty Lwin A STUDY OF THE EFFECTS OF INTERACTIVE DISCUSSION IN LEARNING HISTORY AT THE MIDDLE SCHOOL LEVEL The main purpose of this study is to investigate the effects of interactive discussion in learning history at the middle school level. One of the quasi-experimental designs, nonequivalent control group design was used. The instruments used in this study were pretest and a posttest. The subjects were 62 Grade Nine students from No (21), Basic Education Middle School and 97 Grade Nine students from No (25), Basic Education High School (Branch) in Pyigyidagun Township, Mandalay Region. The two intact groups in each school were assigned into experimental groups and control groups. The subjects were pretested before the treatment. The experimental group was taught by using interactive discussion while the control group was taught by using conventional methods of teaching. After the treatment period, a posttest was administered to both groups. Independent samples t test was used to analyse the data obtained from the tests. It was found that the students who were taught by interactive discussion achieved significantly higher scores on the history achievement test. So, it can be concluded that the interactive discussion method brings positive effects on students’ history achievement at the middle school level. 2021
1943 Chit Phu THE EFFECTIVENESS OF COOPERATIVE LEARNING IN TEACHING MATHEMATICS AT THE MIDDLE SCHOOL LEVEL The main purpose of this study was to investigate the effectiveness of cooperative learning in teaching mathematics at the middle school level. Quantitative study was used to compare the mathematics achievement of students who received instruction with cooperative learning with those who did not receive. The design adopted for quantitative study was one of the quasiexperimental designs, nonequivalent control group design. The sample schools, Kyitaung Kan, Pobathiri and No. (21), BEHS, Pobathiri were selected from Nay Pyi Taw by simple random sampling method. The subjects were (118) Grade Nine students from Kyitaung Kan and (71) from No. (21), BEHS. The students from each school were divided into two groups: control and experimental. The instruments used in this study were pretest and posttest. Learning materials were selected from Grade Nine mathematics textbook: chapters (10) from mathematics textbook volume I and chapter (3) from mathematics textbook volume II. By using independent samples ttest, there were significantly differences between students who received instruction with cooperative learning and those who did not receive it on the scores of mathematics achievement for Kyitaung Kan, Pobathiri (t = 3.330, **p<.01) and No. (21) BEHS, Pobathiri (t = 2.992, **p<.01). It can be interpreted that teaching by cooperative learning methods had a significant effect on cognitive levels of mathematics instruction. Thus, this study made a positive contribution to the development of mathematics education in Myanmar. 2021
1944 Chan Myae Aung THE IMPACT OF THE USE OF TEAMS-GAME-TOURNAMENT IN TEACHING BIOLOGY ON STUDENTS’ ACHIEVEMENT This research has a purpose to study the impact of the use of Teams-Game-Tournament (TGT) in teaching biology on students’ achievement. The two Basic Education High School: BEHS (1) Pyawbwe and BEHS (2) Pannsone were selected by using simple random sampling method. The subject of this research was (128) students from BEHS (1) Pyawbwe and (127) students from BEHS (2) Pannsone. Learning materials were selected Chapter 5, Variety of Living Organisms: A Tapeworm and A Bacterial cell from Grade Ten Biology Textbook. In this research, one of the Mixed-Method designs: the explanatory sequential design was used. The students in the experimental groups were taught by TGT and the students in the control groups were taught by conventional style. Quantitative method was used to compares students’ achievement and to find out their attitudes towards team learning. Qualitative method was used to help explanation on quantitative results. The instruments were pretest-posttest questionnaires, attitudes questionnaires and interview. For quantitative study, the obtained data were analyzed by using independent samples t-test. For qualitative study, interviews were used as semi-structured type and students’ responses were recorded by audio-tape and they were transcribed. The result of this research showed that the students who had exposed to TGT were better achievement than the students who had exposed to conventional style and the students had positive attitudes towards team leaning. It was pointed that TGT was more effective than conventional style in promoting students’ achievement and students preferred team learning in learning their lesson. 2021
1945 Ei Mon Kyaw A STUDY OF THE EFFECTS OF TECHNOLOGY-BASED INSTRUCTION ON GRADE TEN ENGLISH LANGUAGE TEACHING The purpose of this study is to investigate the effects of technology-based instruction on Grade Ten English language teaching. Technology-based instruction is a technique in which the teacher teaches students each lesson by combining all technology parts, such as hardware and software, together with each subject-related area of curriculum. A quantitative research method was used to compare English language achievement between the control and experimental groups. The students from the experimental groups were taught through technology-based instruction. The control groups were taught through traditional instruction. The design adopted in this study was the pretest-posttest control group design. Two sample schools, No. (1) BEHS, Pabedan and No. (3) BEHS, North Dagon Myothit, were selected by simple random sampling method. The subjects were (60) Grade 10 students from each school. Learning materials were Unit (9) and (10): Earthquakes and Traditional Medicine from Grade 10 English textbook. The analysis of covariance (ANCOVA) was used to compare the differences between the two groups. The observed F value is 19.172 [ df = (1,58), p < 0.001 ] in BEHS (1), Pabedan and observed F value is 69.365 [ df = (1,58), p < 0.001 ] in BEHS (3), North Dagon Myothit. The results showed that the students who are taught by technology-based instruction demonstrated significantly better than those of the other group. Research findings revealed that technology-based instruction positively contributed to English language teaching. 2021
1946 Zin Min Wathone THE EFFECTIVENESS OF INQUIRY TRAINING MODEL IN TEACHING MATHEMATICS AT THE BASIC EDUCATION MIDDLE SCHOOL LEVEL The purpose of this study was to investigate the effectiveness of Inquiry Training Model in teaching mathematics at the basic education middle school level. The experimental study was used to compare the mathematics achievements of the students. Two basic education high schools were randomly selected from Singu Township in Mandalay Division. The subjects were (219) Grade Eight students from two schools; BEHS (Singu) and BEHS (Let Pan Hla). The design used was the pretest-posttest non-equivalent control group design, one of the quasi-experimental designs. The instruments used in this study were pretest, lesson plans, and posttest. The two groups from each school were randomly divided into experimental and control groups. Each group was pretested before the treatment. The results showed that both groups were equal. And then, the students in the experimental group were taught by Inquiry Training Model while those in the control group were taught by the conventional method of teaching. After four weeks’ treatment, a posttest was administered to each group. Analysis of covariance (ANCOVA) was used to analyze the data. The findings showed that there was a significant difference between the experimental and control groups in BEHS Singu (F (1,97) = 13.134, p < .001) and in BEHS Let Pan Hla (F (1,118) = 24.786, p < .001) on the posttest achievement. Therefore, research findings showed that Inquiry Training Model had a positive effect on developing the students’ mathematics achievement at the middle school level. 2021
1947 Khaing Zar Lin THE EFFECTIVENESS OF COLLABORATIVE LEARNING IN TEACHING ENGLISH WRITING TO GRADE NINE STUDENTS The purpose of this study was to explore the effectiveness of collaborative learning in teaching English writing to Grade Nine students. Quantitatively, an experimental study was used to compare the paragraph writing achievement of the students who were taught by collaborative learning techniques and those who were taught by conventional teaching method. One of the Quasi-experimental designs, the nonequivalent control group design, was used. In this experimental study, the participants were (157) Grade Nine students from two schools; Basic Education High School (Branch)-Taungni, Mogaung and Basic Education High School (Branch)- Namana, Mogaung. The two groups from each school were randomly divided into experimental and control groups. The participants from the experimental groups were taught by using collaborative learning techniques; think-pair-share strategy and collaborative writing strategy. The participants from the control group were taught by using conventional teaching method. Before the treatment period, a pretest was administered to measure the writing skill of the students. After the treatment period, a posttest was administered to two groups. Then, independent samples ttest was used to analyze whether there was significant difference between the two groups or not. The findings showed that there was a significant difference between the experimental and control groups for the scores on paragraph writing achievement test in BEHS (Branch)-Taungni (p=.002) and BEHS (Branch)-Namana (p=.011) at the levels of p<.01 and p<.05 respectively. Therefore, the results of this study indicated that collaborative learning has positive effect on developing the writing skill of Grade Nine students. 2021
1948 Khaing Zaw Oo THE STUDY OF TEACHERS’ ATTITUDES TOWARDS TEACHING OF SOCIAL STUDIES AT THE PRIMARY LEVEL The purpose of this study is to find out the teachers’ attitudes towards the teaching of social studies at the primary level. This focused on the teachers who had the experience of teaching social studies at the primary level. The teachers were from (18) basic middle schools and (24) basic primary schools from randomly selected three townships in two districts of Yangon Region and Bago District. As the research instrument, the teachers’ attitudes questionnaire developed by Gulec and Alkis (2009) and Omolara and Adebukola (2015) were based and modified to use in this study. And quantitative research was used to find out the teachers’ attitudes towards the teaching of social studies. There were (50) items with Five-Point Likert-Scale in the questionnaire. A total of (375) teachers participated in this study. The questionnaire included five dimensions, namely, the content of social studies, teaching and learning of social studies, the contribution of social studies, the influence of social studies and the issues which may encounter when teaching social studies. According to the findings, (96%) of the social studies teachers were keen to use the knowledge they have acquired in the course in real life situation and were interested in teaching social studies. (95%) of the teachers admitted that their attitudes towards the course were affected by the teaching methods. According to the findings, many teachers recognized that social studies plays the important role to become a member of the community. According to the findings, the social studies teachers were enthusiastic in teaching social studies. And (97%) of the teachers wanted to attend academic conference, seminars and workshop in order to update their academic knowledge. (95%) of the teachers were proud of teaching social studies. However, many teachers revealed that there were no enough teaching and learning materials. 2021
1949 Phyo Wai Myint THE EFFECTS OF WHOLE-CLASS DISCUSSION ON THE ACHIEVEMENT OF GRADE NINE SCIENCE STUDENTS The primary purpose of this study was to examine the effects of whole-class discussion on the achievement of Grade Nine science students. Having the participants of non-randomization, the nonequivalent control group design which is one of the quasi-experimental designs was employed here. Firstly, two intact classes from BEHS-Budalin and BEHS-Nyaung Gan were randomly assigned as experimental and control group. Both groups were then pretested, and the results were analyzed by independent samples t test to examine the initial group equivalency. The results showed a significant difference in the performance of the two groups. During the fourweek’s treatment, the two classes were conducted to be essentially identical other than teaching method used, covering the same topic area, using the same text- related materials; in particular the same teacher taught in the same amount of time. While the experimental groups were received a treatment of whole-class discussion, the control groups were of general teaching strategy. After the experimental intervention, both groups were post- tested to test the research hypotheses or to compare science achievement of the two groups in each school, and it was analyzed by using analysis of covariance (ANCOVA). A significant difference was found at almost all levels of Bloom’s Taxonomy on posttest items, all favoring the whole-class discussion groups. Hence, it can be clearly seen that students of whole-class discussion demonstrated a significantly higher performance than their counterparts of conventional teaching. In the light of the results, moreover, whole-class discussion was more effective for science teaching than general teaching strategies. Finally, the findings from this experimental study would provide actionable directions or recommendations for teachers charged with teaching general science at lower secondary level in Myanmar. 2021
1950 Nwe Oo Mon THE IMPACT OF DIRECT INSTRUCTION IN TEACHING MATHEMATICS AT THE MIDDLE SCHOOL LEVEL This study aims to investigate the impact of direct instruction in teaching mathematics at the middle school level. Two Branch Basic Education High Schools: BEHS (Branch), Tesu and BEHS (Branch), Ywar Thit were selected by using simple random sampling method. One of the Quasiexperimental designs, viz, the Nonequivalent control group design was used in this study. The numbers of participants in this study were (168) Grade Nine students. Two intact groups in each school were randomly assigned to experimental group and control group. Before the treatment, all the selected sample students were administered a pretest to know whether the groups had the same background knowledge in mathematics. There was no significant difference between the groups on the pretest. During the treatment period, the experimental groups were taught by using direct instruction while the control groups were taught by using formal instruction. The same contents were given for three weeks in both selected schools during the treatment period. After the treatment, both groups were administered a posttest. The data was analyzed by using independent samples t test. Based on the research findings of the posttest scores, the achievement of the groups who were taught by using direct instruction were significantly higher than that of the groups who were taught by using formal instruction. So, direct instruction was more effective in improving the students’ achievement. Moreover, the students became more active and interested in teaching learning process by using direct instruction. Thus, mathematics teachers should be encouraged to use direct instruction in teaching mathematics at the middle school level. 2021