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
1981 Hla Hla Thi THE RELATIONSHIP BETWEEN PROGRAMME SATISFACTION AND PROFESSIONAL ASPIRATIONS OF STUDENT TEACHERS FROM UNIVERSITIES OF EDUCATION IN MYANMAR The main purpose of this study was to explore the relationship between programme satisfaction and professional aspirations of student teachers from Universities of Education in Myanmar. A descriptive survey method and quantitative research design were used in this study. A total of 1200 student teachers (600male and 600female) from Yangon University of Education, Sagaing University of Education, and University for the Development of the National Races of the Union participated in this study. The required sample was selected by using a stratified random sampling technique. Satisfaction with Teacher Education Program Scale developed by Moses (2017) and Professional Engagement and Career Development Aspirations Scale developed by Watt and Richardson (2008) were applied as the research instruments. As a result of descriptive statistics, programme satisfaction and professional aspirations of student teachers in this study were somewhat satisfactory since the means percentage of programme satisfaction and professional aspirations of student teachers were 78.58% and 82.26%, respectively. The results of MANOVA revealed that there were significant effects of the university, gender, educational level, subject stream, and desire with the choice of Education University on a linear combination of programme satisfaction and professional aspirations of student teachers. The results also showed that there was a significant relationship between programme satisfaction and professional aspirations of student teachers (r (1198) = .49, p < .001). Moreover, 24% of the variance in professional aspirations was explained by programme satisfaction of student teachers. 2021
1982 Su Mon A STUDY OF RESILIENCE AND EMOTION REGULATION AMONG STUDENT TEACHERS IN EDUCATION COLLEGES The main purpose of this study is to investigate resilience and emotion regulation among student teachers in education colleges. A mixed methods research design was used in this study. A total of 720 student teachers from six education colleges throughout Myanmar were selected by using stratified random sampling technique. In order to find out the resilience and emotion regulation of student teachers, Conner-Davidson Resilience Scale (CD-RISC) developed by Conner and Davidson (2003) and Emotion Regulation Questionnaire (ERQ) developed by Gross and John (2003) were used as research instruments in this study. For qualitative study, data were collected by semi-structured interview. According to the quantitative results, there was no significant difference in student teachers’ resilience by gender. The results of t-test showed that student teachers from first year were more resilient than those from second year in this study. ANOVA result showed that there were significant differences in student teachers’ resilience with regard to colleges. However, no significant differences existed in cognitive reappraisal and expressive suppression of student teachers by gender and education level. The result of Pearson’s correlation showed that there was a strong positive relationship between cognitive reappraisal and resilience. Moreover, multiple regression analysis pointed out that cognitive reappraisal was a significant positive predictor of resilience, but expressive suppression was not. Lastly, the qualitative study revealed that in addition to the use of cognitive reappraisal in regulating emotions, self-efficacy, good self-image, sense of purpose in life, optimism, sense of humor, and social support from family, peers, teachers and significant others are the crucial factors that should be taken into account on the resilience level of the student teachers. 2021
1983 Eaint Thandar Khine EARLY CHILDHOOD TEACHERS’ ATTITUDE TOWARDS SCIENCE LEARNING The primary purpose of this study is to explore early childhood teachers’ attitudes toward science learning. Then, to compare the differences in attitudes toward science based on age, education level, ECCD training, ECCD training duration, years of early childhood teaching experience, and the responsible agencies where they work is next interest. Science survey for teacher questionnaire was used as research instrument of this study. Science survey for teacher questionnaire for three, four and five-year-olds children have the reliability coefficient of 0.96. A total of 300 early childhood teachers from the Yangon Region were selected as the sample of the study. The results found that a significant difference in the attitudes of early childhood teachers by age, level of Education, ECCD Training, Training Duration, Responsible Agencies, and Teaching Experience. 2021
1984 Hnit Oo May AN INVESTIGATION INTO PROSPECTIVE TEACHERS’ INTERPERSONAL COMMUNICATION SKILLS The present study investigated the prospective teachers’ interpersonal communication skills. A total of 224 participants (first year 115 and final year 109) from the prospective teachers (2018-2019 AY) participated in this study. The participants were randomly selected from Yangon University of Education. The required data for this study were collected and analyzed by descriptive analysis, independent sample t-test method. Inventory on the prospective teachers’ interpersonal communication skills consists of 40 items. There are ten subscales in each subscale. According to the result, the mean value for handling emotional interaction subscale was highest and that of listening subscale was lowest. It can be concluded that prospective teachers were good at handling emotional interaction and weak at listening comparing with other subscales. The interpersonal communication skills of the prospective teachers were satisfactory because the mean value of interpersonal communication skills was above average. The mean values of females were higher than that of males in the subscales of sending clear message, listening and handling emotional interaction. But the mean value of males was higher than that of males in the subscale of giving and getting feedback. The mean value of fifth year student was higher than that of first year in this subscale. It meant that fifth year prospective teachers were better in sending message clearly and they have more experienced in social dealing and they can handle the situation easily. Furthermore, they also know how to give the message beneficially and vividly to other people. 2021
1985 Thi Thi Thaw THE STUDY OF THE RELATIONSHIP BETWEEN VISUAL SPATIAL INTELLIGENCE AND GEOMETRIC ACHIEVEMENT OF MIDDLE SCHOOL STUDENTS The present study investigated the relationship between the middle z students' visual spatial intelligence and their geometric achievement. A total of 200 Grade 9 students participated in this study. The participants were randomly selected from four high schools in four districts at Yangon Region. Questionnaire survey method was used. After pilot study, item analysis was conducted by using TAP program (Version 14.7.4) for the two instruments. Visual Spatial Intelligence IQ Test (? = 0.67) includes 20 items. Geometric Achievement Test (? = 0.72) consists of 25 multiple choice items. The result of descriptive statistics showed that, the mean score of visual spatial intelligence was 9.13 and that of geometric achievement was 13.04. The results of t-test revealed that there was no significant difference in geometric achievement. In visual spatial intelligence test, the mean value of male was a little higher (mean = 9.27) than that of female (mean = 9.02). The results of t-test revealed that there was no significant difference in visual spatial intelligence by gender. Moreover, ANOVA results showed that there were significant differences among the four schools. The mean value of School 2 from west district was the highest in both visual spatial intelligence test and geometric achievement test. Besides, the mean value of School 1 from east district was the lowest in both visual spatial intelligence test and geometric achievement test. Moreover, the finding pointed out that middle schools students' geometric achievement was positively correlated (r = 0.301) with their visual spatial intelligence. 2021
1986 Khin Mar Myint FACTORS INFLUENCING ACADEMIC ENGAGEMENT OF UNIVERSITY STUDENTS Academic engagement used to refer to the extent to which students identify with and value the goal of studying, and participate in academic and non-academic school activities. This study aimed to investigate the correlations between academic engagement and these sets of variables: academic major satisfaction, academic motivation, academic self-efficacy and task value of university students. The participants were 1415 undergraduate students from 12 universities. In this study, all the variables were examined by respective questionnaire. The study found that academic engagement has significant positive correlations with academic major satisfaction, academic motivation, academic self-efficacy and task value of university students. The result of multiple regression indicated that the combined effect of all predictor variables explained 50.2% of the variance in academic engagement. 2021
1987 Ohmmar Win PERSONALITY TRAITS AND ATTITUDE TOWARDS LEARNING ENGLISH AS A FOREIGN LANGUAGE OF STUDENTS FROM SAGAING UNIVERSITY OF EDUCATION The purpose of this study is to explore personality traits and attitude towards learning English as a foreign language of students from Sagaing University of Education. The study was conducted as a survey research design and a quantitative method. The participants in this study were 900 students (2019-2020 academic year) from Sagaing University of Education. International Personality Item Pool (IPIP) developed by Goldberg (1999) and Attitudes of Students towards Learning English Language Questionnaire (ALEL) developed by Abidin, Mahammadi & Hanan (2012) were applied in this study. The Cronbach’s alpha of IPIP was 0.863 and that of ALEL was 0.936. By computing crosstabulation, it was found that, the most dominant trait was agreeableness followed by conscientiousness, mix traits, openness and extraversion. Emotional stability emerged to be the least dominant personality traits. Participants had high attitude towards learning English according to affective aspect and low attitude according to behavioral aspect. There were significant differences in students’ attitude towards learning English according to gender and specialization. Females had higher attitude towards learning English than males. Student specializing English Language Teaching had higher attitude towards learning English than student specializing other Subjects. There was no significant difference in students’ attitude towards learning English according to education level although the mean score of fifth year students was slightly higher than that of third year and fourth year students. There was significant difference in students’ attitude towards learning English according to their personality traits. Student with conscientiousness had higher attitude towards learning English than student with other traits. Therefore, teacher needs to understand different personality traits of students so that he can use different teaching methods according to their personality traits so as to develop positive attitudes towards what they are learning. 2021
1988 Soe Pyae Mon AN INVESTIGATION INTO INSTRUCTION HUMOR OF TEACHERS AND STUDENTS’ PERCEIVED LEARNING The objective of this research is to study the instruction humor of Myanmar Teachers and the impact of instruction humor on students’ perceived learning. Quantitative and qualitative methods were employed in this study. A total of twenty teachers and 878 students from two states and two regions were selected as subjects, using the purposive random sampling. The required data for quantitative study were collected by using instruction humor student questionnaire. Interview, documentation, and observation checklists were used for qualitative study. Descriptive statistics, independent sample t Test, one-way ANOVA, Pearson product moment correlation, and multiple regression analysis were used to analyze the data in the study. The results showed that the use of instruction humor of teachers was significantly different by gender and positions. The results showed that there was positively significant correlation between the students’ perceived learning and the use of related instruction humor. There was significantly negative relationship between unrelated humor factor and students’ perceived learning. According to regression analyses, 7.5% of the variance in students’ perceived learning was explained by related instruction humor and unrelated instruction humor in teaching. The information obtained from quantitative study supported that there were practical pros and cons for the application of instruction humor in teaching. 2021
1989 Nyein Lwin Tun ATTITUDE TOWARDS TEACHING PROFESSION AND SELF-CONCEPT OF BASIC SCHOOL TEACHERS The main purpose of this study is to investigate attitude towards teaching profession and selfconcept of basic education school teachers. Moreover, the present study was to examine the relationship between attitude towards teaching profession and self-concept of basic education school teachers in terms of gender, position and teaching experience. The quantitative research design and survey method were used in this study. A total of 445 (PAT=140, JAT=221, SAT=84) basic education school teachers were chosen from Depeyin Township, Sagaing Region by using simple random sampling technique. In this study, Questionnaire on Teachers' Attitude towards Teaching constructed and standardized by Sujata Mishra (1999) consisting of 46 items was used to measure the basic education school teachers’ attitude and Self-Concept Inventory constructed and standardized by Beena Shah (1991) consisting of 64 items to measure self-concept of teachers. The reliability coefficients of Teachers’ Attitude towards Teaching questionnaire and SelfConcept Inventory were 0.902 and 0.907 respectively. According to the descriptive statistics, basic education school teachers from Depeyin Township were satisfactory on attitude towards teaching profession and self-concept. The result of independent samples t test showed that there were significant differences in attitude towards teaching profession and self-concept by gender. The result indicated that female teachers showed better attitude towards teaching profession and more favorable self-concept than male teachers. The result of ANOVA showed that there were significant differences in self-concept by position. The result indicated that junior assistant teachers possessed more favorable self-concept than senior assistant teachers. Furthermore, there were no significant differences in attitude towards teaching profession and self-Concept by teaching experience. The Pearson Product-Moment Correlation result revealed that there were significant positive relationships between attitude towards teaching profession and self-concept. 2021
1990 Soe Sandar Moe FACTORS INFLUENCING ACADEMIC ACHIEVEMENT OF AT-RISK STUDENTS AND NON- AT-RISK STUDENTS The purpose of this study was to investigate the factors that are influencing academic achievement of at-risk students and non-at-risk students. The sample of this study consisted of 400 Grade 10 students from eleven high schools in Yangon Region. The participants were chosen with the help of class-teachers by using At-Risk Screening Questionnaire. A survey study with a descriptive research design was adopted and applied in this study. The data were analyzed by using the descriptive statistics, independent sample t-test, Chi-square test, Pearson’s correlation analysis and multiple regression analysis. The findings indicated that the more serious at-risk situation they suffered, the lower academic achievement they would achieve. And the lower socioeconomic status they faced, the more serious at-risk situation they experienced. The independent sample t-test showed that there were significant differences in academic achievement, growth mindset, social support and negative life events between at-risk and non-atrisk groups. And academic achievement of at-risk and non-at-risk students was positively correlated with self-regulated learning and social support and negatively correlated with growth mindset and negative life events. Then, regression analysis revealed that self- regulated learning, social support and negative life events were found as the best predictors for academic achievement of both at-risk and non-at-risk students. The results of regression analysis indicated that 19.7% of variance in academic achievement for at-risk students could be explained by the model and 19.1% of variance in academic achievement for non-at-risk students could be predicted by the model. 2021