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
1961 Khin Thazin Oo PRE-SERVICE TEACHERS’ PERCEPTION TOWARDS SEX EDUCATION The main purpose of this study is to investigate the pre-service teachers’ perception towards sex education. Quantitative survey research method was applied for this study. The sample of the study consisted of 300 pre-service teachers from first, third and fifth year of Yangon University of Education. Random sampling technique was used in selecting the participants. The instrument used in this study was mainly based on Perception of Students’, Teachers’ and Parents’ towards Sex Education Questionnaire (Eko Jimmy, Abeshi, Osonaw Kalu, Uwaneda & Offiong Dominic, 2013) and the researcher revised some parts of the questionnaire after it was validated by experts from Department of Educational Psychology and Department of Methodology in Yangon University of Education. The findings in this study revealed that 87% of the participants agreed that sex education should be compulsory and 96% of the participants agreed that it can prevent sex related problems. Moreover, 92% of the participants agreed that sex education should be taught by health personnel and 86% agreed that it should be taught by any qualified teacher. And 86% of the participants agreed that sex education should be taught starting from secondary level, 78% of the participants agreed that it should be taught as an independent subject and 50% of the participants agreed that boys and girls should be taught together. About 99% of the participants felt that such area as sexually transmitted diseases, abstinence, how to prevent sexual abuses and what to do in case of being assaulted or raped should form the core content of sex education in schools. Masturbation was suggested to be excluded by 50%. Abortion was suggested to be excluded by 98% and contraceptive usage was suggested to be excluded by 66% of the participants. And 80% of the participants claimed that they experienced the sex education from media. 2021
1962 Hein Min Htike REFLECTIVE THINKING SKILLS AND SOCIAL PROBLEM SOLVING ABILITIES OF PRE-SERVICE TEACHERS The main purpose of this study is to investigate the reflective thinking skills and social problem abilities of pre-service teachers from Sagaing University of Education. Descriptive survey method and quantitative research design were used in this study. The specific objectives were to explore the differences between reflective thinking skills and social problem solving abilities of preservice teachers by gender, education level and subject stream and to investigate the relationship between reflective thinking skills and social problem solving abilities of pre-service teachers. A total of 935 pre-service teachers (male = 440 and female = 495) studied in first year, second year and third year pre-service teachers from Sagaing University of Education were selected as the participants of this study through simple random sampling technique. In this study, Reflective Thinking Questionnaire (Kember et al., 2000) and Social Problem Solving Inventory-Revised (D’Zurilla et al., 2002) were used respectively. According to the result, there were significant differences in pre-service teachers’ reflective thinking skills by gender, education level and subject stream. Reflective thinking skills of female pre-service teachers were higher than that of male preservice teachers. Furthermore, pre-service teachers who specialized Science (Stream 1) and Art (Stream 3) were better in reflective thinking skills than the pre-service teachers who specialized Art-science (Stream 2). And, there was significant difference in pre-service teachers’ social problem solving abilities by gender. Female pre-service teachers were significantly better in social problem solving abilities than male pre-service teachers. Finally, there was statistically significant positive correlation in reflective thinking skills and social problem solving abilities of pre-service teachers. Therefore, it could be said that pre-service teachers who had high reflective thinking skills were likely to have high social problem solving abilities. 2021
1963 Kyawl Kyawl Soe GENERALSELF-EFFICACY AND ACADEMIC PROCRASTINATION OF UNIVERSITY STUDENTS IN SAGAING TOWNSHIP The main aim of this study was to investigate general self-efficacy and academic procrastination of University Students from selected university in Sagaing Township. This study was conducted by using descriptive research design and survey method. The sample of the present study was 1000 University students (500 males and 500 females; first year and third year) in Sagaing Township. In this study, Self-efficacy Questionnaire for Children and Adolescents (SEQ-C & A; Muris, 2001) and Academic Procrastination Scale (APS; Mccloskey& Scielzo, 2015) were used. The reliability coefficients for (SEQ-C & A) and (APS) were 0.855 and 0.899. The results revealed that there was no significant difference in university students’ general self-efficacy by gender and university. However, there was significant difference in university students’ general self-efficacy by education level in which third year students were higher in general self-efficacy than the first year students. Next, there was significant difference in university students’ academic procrastination by gender and university. The result also revealed that males had higher in academic procrastination than females. University-1 and University-3 showed more academic procrastination than University2. But, there was no significant difference in university students’ academic procrastination by education level. And then, Pearson Product Moment Correlation revealed that there was a negative correlation between general self-efficacy and academic procrastination of university students (r=-0.404, p< 0.01). Finally, simple linear regression analysis showed that general self-efficacy was significant predictor on academic procrastination. Adjusted R 2 result showed that 16.3% of variance in academic procrastination was explained by general self-efficacy. Thus, teachers, educators and academic counselors should try to improve general self-efficacy and reduce problems concerning with academic procrastination. 2021
1964 Phue Wai Ko Ko CONSTRUCTING AN ABSTRACT REASONING TEST FOR HIGH SCHOOL STUDENTS The main aim of the study is to develop the abstract reasoning test for high (students) school in Myanmar. A total sample of 1070 high school students was administered in four districts of Yangon Region. In this study, the descriptive survey research design was used. In order to evaluate the psychometric properties of instrument that is to be valid and reliable, the test items was based on some of the abstract reasoning tests developed by well-known researchers as John Raven. To achieve the main goal of the study, the test was constructed by using Rasch Model of Item Response theory (IRT). According to the field test result, the test can give out examinees range of ability level from -2.8 to +1.8. The maximum amount of information was I (?) = 10 which lies at ?= -0.4. The new developed test was found that the test can provide information well for high school students with the range of ability level from -2.14 to +1.95. The maximum amount of information was I(?) = 7 at ?= -0.1. Therefore, this study highlighted that the developed test was appropriate for high school students with normal reasoning ability. 2021
1965 May Oo Mon FACTORS INFLUENCING ADOLESCENTS’ EMOTIONAL CREATIVITY The main purpose of this study is to investigate the factors influencing adolescents’ emotional creativity. This study was to explore the influence of personality traits, parenting styles, and subjective well-being on adolescents’ emotional creativity. A quantitative approach and a survey research design was chosen. A total sample of 600 students from Yangon University of Education, Sagaing University of Education, and University for the Development of National Races of the Union participated in this study. Emotional Creativity Inventory, NEO Five-Factor Inventory, Parental Authority Questionnaire, and the Satisfaction with Life Scale were used to obtain the required data. The mean score of adolescents’ emotional creativity was above average. Among its subscales, the mean percentage of Preparedness was the highest and that of Novelty was the lowest. By gender, there were significant differences in Emotional Creativity, Novelty, and Effectiveness but no significant differences in Preparedness and Authenticity. By education level, there was a significant difference in Effectiveness only. Post hoc analysis showed that first-year students were significantly lower than others. By university, there were significant differences in Emotional Creativity, Preparedness, and Novelty but no significant differences in Effectiveness and Authenticity. Among the personality traits, Extraversion had the strongest effect on adolescents’ emotional creativity and it was significantly higher than Conscientiousness. Among the parenting styles, the mean score of Permissive parenting style was the highest and the Authoritative parenting style had a better influence on adolescents’ emotional creativity than the Authoritarian parenting style. Finally, adolescents’ emotional creativity can increase 0.326 units by increasing one unit in their subjective well-being. 2021
1966 Su Thet San TEACHERS’ BELIEF IN ENGLISH LANGUAGE TEACHING The main purpose of this study was to investigate the teachers’ beliefs on English language teaching from the Yangon Region. And then the differences of English teachers’ beliefs by district, designation, and teaching experiences were examined. A total of 160 English teachers from the Yangon Region were selected as samples. Teachers’ Beliefs on Language Teaching (TBLT) was used as the research instrument. Concerning district, the results revealed that there was a significant difference in teachers’ beliefs on the individual differences subscale. Besides, the teachers from the north district know more thoroughly about the individual differences of students that are important for their learning than the teachers from other districts. The ANOVA result confirmed that there was a significant difference in the second language theory subscale by designation. The result revealed that the junior assistant teachers accepted more about theories of the second language than senior and primary assistant teachers on language teaching. According to experience, the results expressed that the significant differences were found on four subscales such as role and contribution of learners, error correction and assessment, grammar and the role of learners’ native language. The result proved that the beliefs of teachers who have less teaching experiences showed a lower mean score on belief than that of the teachers who have more teaching experiences on all subscales of teachers’ beliefs. 2021
1967 Khin Myo Thein AN INVESTIGATION INTO MINDFULNESS, SELF-COMPASSION AND ADJUSTMENT OF STUDENT TEACHERS This study aimed to investigate mindfulness, self-compassion and adjustment of student teachers. The participants of the study consisted of 1090 (520 males and 570 females) first year student teachers at two Universities of Education and nine Education Degree Colleges. The instruments were Five Facets of Mindfulness Questionnaire (Baer et al, 2006); Self-compassion Scale (Neff, 2003) and College Adjustment Questionnaire (Shirley& Rosen, 2010). The results showed that the student teachers had a high attention in observing, attending to various stimuli including internal and external phenomena. However, they were weak in tapping one’s nonjudgmental attitude of one’s inner experiences. Again, the student teachers had the ability to see their failures and imperfections as part of human experience and they were academically successful and satisfied with their social relationship. The results of t-test showed that there were significant differences in mean scores of student teachers for describing, non-judgment and overall mindfulness. The mean scores of male students were higher in mindfulness and its subscales except acting with awareness facet than those of female students. Moreover, there were significant differences in academic adjustment and emotional adjustment by gender and in acting with awareness, describing, and mindfulness by university and college. According to ANOVA results, there were significant differences in non-judgment, self-kindness, common humanity, overall self-compassion and emotional adjustment of student teachers by subject combination. Moreover, there were significant differences in mindfulness, self-compassion and adjustment by institution and by location. In addition, the results indicated that mindfulness and self-compassion are the best predictors of student teachers’ adjustment. Therefore, these findings may contribute to designing effective programs for cultivating successful mindfulness, self-compassion and adjustment in student teachers. 2021
1968 Thet Thet Thinn AN INVESTIGATION INTO THE TEACHING STYLES AND COGNITIVE STYLES OF SECONDARY SCHOOL TEACHERS The main purpose of this study was to investigate the relationship between the teaching styles and cognitive styles of secondary school teacher. This study showed structure teaching style was the highest mean percentage and sociability teaching style was the lowest mean percentage. It was consistent to some extent being found in previous research (Evans, 2004). The result of t-test confirmed by gender showed that female secondary school teachers were higher than both teaching styles and cognitive styles. Teachers’ teaching styles and cognitive styles by region revealed that there was no significant difference in teaching styles Junior teachers are smarter in teaching styles that senior teachers’ teaching styles. The result of multiple regression analyses revealed that structure, sociability, formality and caution was significant positive relationship with analytic cognitive style while significant negative relationship had existed with wholistic cognitive style. 2021
1969 Pa Pa Oo ADAPTATION OF THE AUTISM SPECTRUM SCREENING QUESTIONNAIRE (ASSQ) TO MYANMAR VERSION This study was conducted to examine the psychometric properties of the autism spectrum screening questionnaire (ASSQ) to the adaptation of Myanmar version. It is an informant-based rating scale with 27 items developed by Ehlers&Gillberg (1993), identical for parents and teachers, requiring the respondent to indicate if “the target child stands out as different from other children of his/her age”, for each item. It can be completed in 10 min and was designed with a 3- point scale as follows: “no” (score 0 indicating normal), “somewhat” (score 1indicating some abnormality), or “yes” (score 2 indicating definite abnormality). The aim of this study was to adapt and validate the ASSQ into Myanmar version and to evaluate its psychometric properties. The descriptive research design and quantitative survey method were taken in this study. The participants included in this study were parents and teachers of typical and atypical children. The target areas of the study were special schools and the community population from Yangon and Mandalay Region. The respondents were parents, teachers and caregivers of target children. This study collected the data about total 72 children and adolescents (both ASD group and Non-ASD group). The research instruments: the autism spectrum screening questionnaire (ASSQ) of 27 items and social responsiveness scale (SRS) of 65 items were adapted and utilized in this study. Then, the data were analyzed by using descriptive statistics, reliability and validity analysis, independent sample t test, and Pearson Product Moment Correlation. According to the data analysis results, the ASSQ has sufficient reliability and validity to be able to use in measuring the autistic symptoms of children and adolescents. 2021
1970 Su Latt Mon THE RELATIONSHIP BETWEEN SELF-CONCEPT AND ACHIEVEMENT GOAL ORIENTATION OF PROSPECTIVE TEACHERS The purpose of this study was to investigate the relationship between self-concept and achievement goal orientation of prospective teachers. A total of 240 prospective teachers were selected as participants of this study by using random sampling method. Prospective teachers' self-concept and achievement goal orientation were examined by using a questionnaire survey method. Quantitative approach was used in this study. Furthermore, Self-Concept Questionnaire (SCQ) and Achievement Goal Questionnaire (AGQ) were used. The result of independent sample t-test pointed out that there was no significant difference in self-concept and achievement goal orientation by gender in this study. However, Direct Intake prospective teachers had more confidence and value than that of EC prospective teachers, and differently, EC prospective teachers had more judgmental ability than that of Direct Intake prospective teachers. Then, there was a significant difference between 3rd year and 5th year prospective teachers in confidence and value of existence subscale and overall self-concept. Moreover, there were significant differences between 3rd year and 5th year prospective teachers in performance approach goal subscale, performance avoidance goal subscale and overall achievement goal orientation. Pearson correlation revealed that self-concept was positively correlated with mastery goal of prospective teachers and negatively correlated with performance avoidance goal of prospective teachers. Based on the information obtained from this study, it can be said that the better the self-concept, the higher the achievement goal orientation of prospective teachers. 2021