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
2021 Kay Thi Myint Aung A STUDY ON FOREIGN LANGUAGE ANXIETY AND ENGLISH READING COMPREHENSION SKILLS OF MIDDLE SCHOOL STUDENTS The main purpose of this study was to investigate foreign language anxiety and English Reading Comprehension Skills of middle school students from selected schools (2019-2020 Academic Year) in Tada-U Township. Moreover, the present study was to find out the differences in foreign language anxiety and English Reading Comprehension Skills of middle school students among demographic characteristics (gender, school type and parents’ education level). The quantitative research design and descriptive survey method were used in this study. A total of 904 middle school students from selected Basic Education Schools in Tada-U Township were selected as participants by using simple random sampling technique. As research instruments, Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz and Cope (1986) and teacher made test for English Reading Comprehension Skills were used to measure students’ foreign language anxiety and English Reading Comprehension Skills. After that, the data were analyzed by using descriptive statistics, Independent Samples t Test and one way ANOVA. The results revealed that there were significant differences in both foreign language anxiety and English Reading Comprehension Skills of students by gender. In foreign language anxiety, male students were higher in language anxiety than female students and in English Reading Comprehension Skills, female students performed better than male students. Although one of the demographic factors, school type, was not shown significant difference in foreign language anxiety, it was significant difference in English Reading Comprehension Skills. Moreover, according to parents’ education level, there were significant differences in both foreign language anxiety and English Reading Comprehension Skills of students respectively. Moreover, Pearson Product Moment Correlation revealed that foreign language anxiety was negatively correlated with English Reading Comprehension Skills of students (r = -.300, p<0.01). Therefore, if the students had less foreign language anxiety, they will perform better in English Reading Comprehension Skills. 2021
2022 Yin Mon Thant METACOGNITIVE AWARENESS AND PHYSICS ACHIEVEMENT OF GRADE 10 STUDENTS IN MINBU TOWNSHIP The main purpose of this study was to examine metacognitive awareness and physics achievement of Grade 10 students in Minbu Township. The descriptive research design and quantitative and qualitative survey method were taken in the present study. The total of 1000 (500 male and 500 female) Grade 10 students were selected as participants from five high schools and five high schools (branch) by using simple random sampling technique. Metacognitive Awareness Inventory (MAI) developed by Schraw & Dennison (1994) with 52 items was used to measure metacognitive awareness and Physics Achievement Test with 35 items developed by the researcher was used to measure physics achievement of Grade 10 students. The internal consistency (Cronbach’s alpha) was 0.915 for metacognitive awareness and 0.701 for physics achievement. Descriptive statistics, independent sample t test, one-way ANOVA and Pearson product-moment correlation were utilized. According to the findings, there was a significant difference in metacognitive awareness and physics achievement by gender and subject combination. The mean score of female was higher than that of male students in bot h. Then, combination 7 students had higher metacognitive awareness and physics achievement than combination 1 students. There was no significant difference in metacognitive awareness by parents’ education. But, there was significant difference in physics achievement by parents’ education. According to the Pearson product-moment correlation, there was no significant correlation between metacognitive awareness and physics achievement of Grade 10 students (r = .046). 2021
2023 Su Mon Lwin VISUAL PERCEPTION ABILITY AND READING ACHIEVEMENT OF GRADE 2 STUDENTS The main aim of this study is to investigate visual perception ability and reading achievement of Grade 2 students in Aunglan Township. The quantitative research design and descriptive survey method were used in the present study. The total of 826 (male=413 and female=413) Grade 2 students were selected as participants by using simple random sampling technique. As research instruments, motor-free visual perception test-fourth edition (MVPT-4, five subtests) and reading achievement test (four subtests) were adapted and applied. The p -value and point-biserial correlation of the items in both tests were analyzed by using Bilog-MG Software. The internal consistency (Cronbach’s alpha) of motor free visual perception test-fourth edition was .704 and that of reading achievement test was 0.958. The t test result indicated that significant difference was not found in visual perception ability by gender. But, the results indicated that female students had higher reading achievement than male students. Moreover, ANOVA result explored that students of high socio-economic status (SES) Group scored higher visual perception ability and reading achievement than those of other socio-economic status (SES) Groups. In this study, Grade 2 students in Middle School were highest in visual perception ability and those of High School were highest in reading achievement. Correlation matrix showed that studen ts’ visual perception ability was positively correlated with their reading achievement (r=.56, p<0.01). As early grades students’ general visual perception scores increased, reading achievement increased. In addition to, linear regression result indicated that 31.3% of the variance in reading achievement was explained by students’ visual perception ability. Better performance in visual perceptual ability contributes to classroom challenges influencing reading achievement. In early grades of education determining children's reading, reading achievement and visual perceptual ability are considered necessary for their post-education life. 2021
2024 Htet Wut Yee SPIRITUAL INTELLIGENCE AND OPTIMISM OF TEACHERS FROM YAMETHIN DISTRICT The main purpose of this study was to investigate spiritual intelligence and optimism of teachers from Yamethin District. Descriptive survey method and quantitative research design were used in this study. The specific objectives were to explore the differences between spiritual intelligence and optimism of teachers by gender, age group, and work experience and to investigate the relationship between spiritual intelligence and optimism of teachers. A total of 941 (male = 427, female = 514) teachers were chosen from Yamethin District. As the instruments, the Spiritual Intelligence Self-Report Inventory (SISRI-24) (King, 2008) and Optimism/ Pessimism Instrument (OPI) (Dember, et. al., 1989) were used respectively. The Cronbach’s alpha reliability coefficients of SISRI-24 and OPI were .842 and .872 respectively. According to the result, spiritual intelligence of male teachers was higher than that of female teachers. Furthermore, it was found that there was no significant difference in spiritual intelligence by age group. Moreover, it was found that there was a significant difference in spiritual intelligence by work experience. Teachers who had work experience 1-15 years were higher in spiritual intelligence than that of 16-25 years. According to result, optimism of male teachers was higher than that of female teachers. Then, ANOVA result showed that there was no significant difference in optimism by age group. Moreover, it was found that there was significant difference in optimism by work experience. Teachers who had work experience 26 years and above were higher in optimism than that of 16-25 years. Finally, there was statistically significant positive correlation in spiritual intelligence and optimism of teachers (r =.445, p<.01). Furthermore, the regression analysis result indicated that the spiritual intelligence could explain 20% of optimism. 2021
2025 Aye Mya Nandar Kyi SENSE OF CLASSROOM COMMUNITY AND ADJUSTMENT OF UNIVERSITY STUDENTS The purpose of this study was to investigate the sense of classroom community and adjustment of university students. The research also aimed to explore the sense of classroom community and adjustment of university students by gender and university. The quantitative research design and survey method were used in this study. A total of 967 university students (481 males and 486 females) were selected from four universities in Monywa District. The Classroom Community Scale (CCS) developed by Rovai (2002) consisting of 20 items and two dimensions (Cronbach’s alpha=.802) was used to measure the sense of classroom community of university students, and the University Adjustment Scale (UAS) developed by Ali (2003) consisting of 36 items and four dimensions (Cronbach’s alpha=.746) was used to measure the adjustment of university students. The data were analysed using descriptive statistics, independent samples t test, one-way ANOVA, Pearson product-moment correlation, and multiple regression. According to the results, there were significant differences in the sense of classroom community and adjustment of university students by gender and university. According to the Pearson product-moment correlation result, there was a moderate positive relationship (r=.608) between the sense of classroom community and adjustment of university students. The results of multiple regression analysis revealed that the sense of classroom community could predict 36.8% of the variance in the adjustment of university students. Therefore, university students who have a strong sense of classroom community may experience better university adjustment. 2021
2026 Yin Min Htet EXAMINATION MALPRACTICE AND TEST ANXIETY OF HIGH SCHOOL STUDENTS FROM MANDALAY REGION AND SHAN STATE The main aim of this study is to investigate the examination malpractice and test anxiety of Grade 10 students in Mandalay Region and Northern Shan State. The sample of the present study was 851 (male = 357, female = 476) Grade 10 students from nine basic education high schools. Examination malpractice Scale (Omede, 2014) and Test Anxiety Inventory (Spielberger, 1980) were used. In this study, the data was analyzed by using descriptive statistics, the independent samples t Test, one-way ANOVA and Pearson Product Moment Correlation. According to the results of independent sample t Test, female students had higher examination malpractice than male students. 14 age students also had higher examination malpractice than 15 and above age students. But there was no significant difference in examination malpractice by school location and schools. There was no significantly difference in test anxiety by gender, age and school location. Then, one-way ANOVA results showed that there were differences in test anxiety among schools. The results of Pearson Product-Moment (r = .205, p <.01) Correlation, the examination malpractice was positively correlated with test anxiety. Then, the results of openended questions for examination malpractice showed that strictly disciplines are essential in every examination. 2021
2027 Hnin Tha Zin Win ERROR PATTERNS ANALYSIS IN HIGH SCHOOL PHYSICS LEARNING This study investigated the error patterns committed by students in high school Physics learning. it was intended to analyze the error patterns committed by Grade 10 students in Physics learning. This study aimed to find out the type of error patterns most committed by male and female students. Quantitative approach and descriptive survey method was used in this study. There were altogether six schools in this study. By using simple random sampling technique, 500 male students and 500 female students were selected from Pyinnmana Township. So, altogether 1000 Grade 10 students participated in this study. In this study, the instrument used was Physics Diagnostic Test including fifty multiple-choice questions associated with the targeted topics. It was found that the students demonstrated with highest percentage of the conceptual errors (25.55%), followed by the communication errors (22.95%), errors by insufficient information (17.21%), operational errors (12.21%), mathematical errors (11.60%), and algorithmic errors (10.48%). Thus, in this study, the type of error patterns most committed by the students was found conceptual error. Male students committed the conceptual errors most. Female students committed the conceptual errors most. The results pointed out that by analyzing and identifying the errors, teachers can provide students constructive feedback immediately. This study can be used as an effective approach when performing classroom instructional assessment. 2021
2028 Htay Htay Win MULTIPLE INTELLIGENCES AND INTERPERSONAL PROBLEM SOLVING OF GRADE 9 STUDENTS FROM PATHEINGYI TOWNSHIP The main purpose of this study is to investigate multiple intelligences and interpersonal problem solving of Grade 9 students from Patheingyi Township. A total of 1000 Grade 9 students (500 males and 500 females) were selected from Patheingyi Township. Multiple intelligences inventory developed by Walter McKenize (1999) was used to measure multiple intelligence. As a research instrument for measuring interpersonal problem solving, interpersonal problem solving inventory developed by Chen, Lin and Liu (2007) was used. Data analysis was done by applying descriptive data analysis, independent sample t test. According to the independent sample t test results, there was a significant difference at 0.001 level in multiple intelligences of Grade 9 students by gender. The result of independent sample t test showed that there was a significant difference at 0.001 level in interpersonal problem solving of Grade 9 students by gender. It may be due to appropriate strategies and procedures they choose for solving and one differ in relation to the circumstances or contexts in which this problem exists. 2021
2029 Lei Yin Win LOCUS OF CONTROL AND JOB SATISFACTION OF TEACHER EDUCATORS FROM EDUCATION COLLEGES The main aim of this study is to examine locus of control and job satisfactions of teacher educators from Selected Education Colleges in Upper Myanmar. Quantitative research design and survey method were applied for this study. The sample of this study were 475 teacher educators from eleven Education Colleges in Upper Myanmar. Locus of control questionnaire and teachers' job satisfaction questionnaire were used. In this study, descriptive statistics, independent sample t test, one-way analysis of variance (ANOVA) and Pearson-moment Correlation were used to analyze the data. According to the result of this study, there were significant differences in locus of control by age and teaching experience. The (30-39) age group teacher educators had higher in locus of control than (40-49) age and over 50 age groups. Moreover, the (1-9) year group had greater in locus of control than over 20 years. But, there was no significant difference in locus of control of teacher educators according to education level and marital status of teacher educators. In addition, there was significant difference in job satisfaction by age. The (30-39) age group teacher educators had the highest mean score than other age groups. Furthermore, there was no significant difference in job satisfaction by educational level, teaching experience and marital status of teacher educators. Pearson correlation (r = 0.531, p< 0.01) revealed that the overall locus of control was positively correlated with job satisfaction. According to the findings of this study, teacher educators with high internal locus of control are more satisfied in job. 2021
2030 Hnin Ei Zin FAMILY ENVIRONMENT AND HARDINESS OF STUDENTS FROM EDUCATION COLLEGES IN UPPER MYANMAR The main aim of this study is to investigate the family environment and hardiness of students from education colleges in Upper Myanmar. A total of 1000 first year students (Male = 460, Female = 540) from Education Colleges in Upper Myanmar were randomly selected as participants of this study. The instruments were the Family Environment Scale (FES) developed by Moos and Moos (1994) and Hardiness Scale (HS) developed by Maddi et al. (2006). According to the result of descriptive statistics, it was found that most of the students from education colleges in Upper Myanmar perceived their family environment as satisfactory and their hardiness level was high. The result of t test showed that there was significant difference in total family environment and its dimensions by gender. Female students perceived their family environment better than male ones. The result of t test showed that there was no significant difference in family environment by locality but for its dimensions, there was significant difference in relationship dimension by locality. Students from rural had better relationship than those from urban. For hardiness, the result of independent samples t test showed that there was significant difference in hardiness by gender. Female students had higher hardiness than male ones. Moreover, it was also found significant difference in hardiness by locality. Rural students from education colleges in Upper Myanmar had higher hardiness than urban ones. And the result of correlation analysis revealed that there was statistically significant positive correlation between family environment and hardiness (r = .457, p < .01). So, it can be concluded that the better family environment students had, the higher hardiness they possessed. 2021