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
2351 Soe Maung Htun and Su Su Hlaing A STUDY OF KNOWLEDGE AND PRACTICES OF HIGH SCHOOL PRINCIPALS ON HUMAN RESOURCE MANAGEMENT The objectives of this study are to investigate principals’ knowledge, practices and difference in human resource management practices in terms of their knowledge level in Kyaukpyu and Yanbye Townships. As the research method is a mixed method, both quantitative and qualitative methods were applied. In this study, two sets of questionnaires were used. The first one is the questionnaire for principals and the second one is for teachers. There are 35 True-False items to investigate the principals’ knowledge on human resource management, and 5 open-ended questions for their practices and challenges. The questionnaire for teachers consists of 59 items for measuring principals’ human resource management practices. A total of 50 high school principals who had at least 2 years of administrative services and 300 teachers from Kyaukpyu and Yanbye Townships were selected by using purposive sampling method. Descriptive Statistics, Item Percent Correct (IPC) and One-way Analysis of Variance (ANOVA) were used for analyzing the collected data. According to the findings, it was found that most of the high school principals (n=35, 70%) had average knowledge level of human resource management. However, the participant principals had moderately performed on HRM practices. There was no statistically significant difference in principals’ practices on human resource management in terms of their knowledge level. It can impact stakeholders and policy makers if they consider and implement developmental programs in accordance with findings and suggestions of this study. 2024
2352 Thiri Myat Mon, Zam Shin Khine THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND TEACHERS’ ORGANIZATIONAL COMMITMENT This study was to investigate the relationship between school culture and teachers’ organizational commitment at Basic Education High Schools (including Branch High Schools) in Sagaing Township, Sagaing Region. Correlation research design was used in this study. Totally 160 teachers, including 31 male teachers and 129 female teachers were chosen as participants by using simple random sampling method. School Culture Survey (SCS) developed by Gruenert and Valentine (1998) was used to measure the perceptions of teachers on school culture and TCM Employee Commitment Survey developed by Meyer and Allen (1991, as cited in Meyer, Allen & Smith, 1993) was used to investigate the perceptions of teachers on their organizational commitment. According to the research findings, teachers from selected high schools perceived that “Professional Development” was the highest and “Collaborative Leadership” was the lowest among dimensions of school culture, and the result revealed that “Affective Commitment” is higher than “Continuance and Normative Commitment”. However, teachers’ perceptions on school culture and their organizational commitment were at high levels in all selected high schools. The independent samples t-test for school culture showed that there was statistically significant difference in the dimension of “Learning Partnership” (p=.025) according to gender and the teachers’ perception on their organizational commitment showed that there was no significant difference according to gender. It was found that the value of correlation coefficient is (r=.311, p<0.01) so there is a statistically significant and moderate relationship between school culture and teachers’ organizational commitment. Based on the findings of the study, it is recommended that as school culture and organizational commitment affects each other, these two variables should be compromised in school setting. 2024
2353 Tha Zin Aye and Zin Nwe Than RELATIONSHIP BETWEEN PRINCIPALS’ PRACTICE OF BUILDING PROFESSIONAL CAPITAL AND TEACHER JOB SATISFACTION The purpose of this study was to investigate the relationship between principals’ practice of building professional capital and teacher job satisfaction at selected Basic Education High Schools in Sagaing Township. Mixed methods research was applied to collect data. A total of 108 teachers from seven selected high schools participated in the quantitative study while 12 teachers from two selected high schools were interviewed for the qualitative study. The quantitative study was conducted by using two instruments; “Teachers’ Perception of Principals’ Practice of Building Professional Capital Questionnaire” developed by Adams (2016) to measure the principals’ practice of building professional capital and “Teacher Job Satisfaction Questionnaire (TJSQ)” developed by Lester (1987, as cited in Waters, 2013) to measure teacher job satisfaction. Data were analyzed by the use of descriptive statistics such as means and standard deviations, independent samples t-test, ANOVA, multiple comparison analysis, and correlations through SPSS software. When studying the mean values of the principals’ practice of building professional capital and teacher job satisfaction, teachers perceived that their principals had high levels of practice in building three components of professional capital: “Human Capital”, “Social Capital” and “Decisional Capital”. Moreover, they were highly satisfied with their job. In addition, “Human Capital” was positively and moderately related to “Job Satisfaction” (r=0.625, p=<0.01); “Social Capital” was positively and highly related to “Job Satisfaction” (r=0.701, p=<0.01); and “Decisional Capital” was significantly and positively related to “Job Satisfaction” (r=0.631, p=<0.01); “Professional Capital” was positively and highly related to “Job Satisfaction” (r=0.738, p=<0.01). The findings of this study provided important implications for the relationship between principals’ practice of building professional capital and teacher job satisfaction. Further research needs to be conducted to extend the study in other school building levels and townships or regions to determine if principals’ practice of building professional capital is associated with teacher job satisfaction. 2024
2354 Thin Thin Soe & Moe Moe Aung RELATIONSHIPS AMONG PRINCIPALS’ AUTHENTIC LEADERSHIP STYLE AND TEACHERS’ TRUST AND ENGAGEMENT The purpose of this study was to explore the relationships among principals’ authentic leadership style and teachers’ trust and engagement at selected Basic Education High Schools in Mandalay. Quantitative research method was used in this study. Three hundred and fifteen teachers from six selected high schools participated in this study. “Authentic Leadership Questionnaire (ALQ)” developed by Walumbwa, Avolio, Gardner, Wernsing & Peterson (2008), “Workplace Trust Survey (WTS)” developed by Ferres and Travaglione (2003, as cited in Bird, Wang, Watson & Murray, 2009) and “Gallup Organization’s Q12 Survey” developed by Buckingham and Coffman (1999, as cited in Bird et al., 2009) were used to collect quantitative data on principals’ authentic leadership style, teachers’ trust and teachers’ engagement. For data analysis, descriptive statistics such as means and standard deviations, and Pearson-product moment correlation coefficient were calculated by using SPSS version 22. It was found that principals sometimes practiced authentic leadership style, and teachers had high levels of trust and engagement in selected Basic Education High Schools according to teachers’ ratings. Moreover, there was a positive and moderate correlation between principals’ authentic leadership style and teachers’ trust (r=.589, p<0.01). Similarly, there was a positive and moderate correlation between principals’ authentic leadership style and teachers’ engagement (r=.524, p<0.01). Besides, there was a positive and high correlation between teachers’ trust and engagement (r=.762, p<0.01). It can be said that teachers believed in their principals, colleagues, and schools although the principals sometimes practiced authentic leadership style and then they actively engaged in their school activities. It can be concluded that principals who practice the authentic leadership style can earn the trust of their teachers and motivate teachers to engage in school activities. 2024
2355 Su Mon Aung and Thida Wai PROCESS SKILLS IN LEARNING PHYSICS THROUGH THE USE OF CONTEXTUALIZED INSTRUCTION The main purpose of this study is to investigate how utilizing contextualized instruction could enhance science process skills acquisition in learning physics. The research design adopted was one of the quasi-experimental designs, nonequivalent control group design. The research instruments were pretest, posttest, materials including unit plans, lesson plans and contextualized workbook, questionnaires. By using the simple random sampling method, four basic education high schools from Yangon Region were selected. Data were analyzed by using analysis of covariance, Pearson’s product moment correlation and multiple regression analysis. The findings of physics achievement on science process skills showed that experimental groups who received the contextualized instruction were significantly higher than the control groups who did not. There was a strong relationship between students’ physics achievement on science process skills and their attitudes towards contextualized instruction. The stronger the students’ attitudes towards contextualized instruction were established, the higher the physics achievement on science process skills. The predicting factors for physics achievement on science process skills were basic process skills, interpersonal skills and integrated process skills. Therefore, the research findings proved that the use of contextualized instruction had a positive impact on the acquisition of science process skills in high school physics teaching and learning. 2024
2356 Nyein Thet Swe and Aye Su Myat AN INVESTIGATION INTO THE TEACHER EDUCATORS’ PEDAGOGICAL KNOWLEDGE OF TECHNOLOGY INTEGRATION The major purpose of this research is to investigate teacher educators’ pedagogical knowledge of technology integration. The specific purposes of this research are to compare teacher educators’ pedagogical knowledge of technology integration with four dimensions, to investigate teacher educators’ pedagogical knowledge of technology integration by total teaching experiences, and to investigate teacher educators’ pedagogical knowledge of technology integration by educational experiences. Total of (127) teacher educators were selected from three Education Degree Colleges in Yangon Region. A descriptive (survey) research design was used. As an instrument, questionnaire was comprised of (40) items; (10) items in each dimension. A descriptive statistics and independent samples t test were applied to analyze quantitative data. According to research findings, technological pedagogical content knowledge of teacher educators is the highest and technological knowledge is the lowest among the four dimensions of pedagogical knowledge of technology integration. There were no significant differences in pedagogical knowledge of technology integration between the two groups by the total teaching experiences and by the educational experiences. Thus, it is hoped that this study will partially support the improvement of teacher educators’ pedagogical knowledge of technology integration. It was suggested that the teacher education program should provide enough technological training and facilities and opportunities for teacher educators. 2024
2357 Chit Su Wai and Kyi Swe DEVELOPING A SCIENCE PROCESS SKILLS MODEL IN THE TEACHING OF HIGH SCHOOL CHEMISTRY The major purpose of this research is to investigate the effectiveness of the proposed science process skills model in the teaching of high school chemistry. The research design adopted in this study was an explanatory sequential (QUAN qual) design, one of the mixed methods research designs. The research design for the quantitative study is the nonequivalent control group design, one of the quasiexperimental designs. The participants were Grade Ten students selected from BEHS, Hlegu, No. (4) BEHS Thanlyin, BEHS, Pyalo, and No. (1) BEHS Thayet. For this study, Grade Ten students were selected from each school by random sampling method. These students were assigned into two groups: experimental and control. The two groups were administered a pretest to examine the entry behavior on chemistry basic knowledge. Then, the experimental group was treated with the proposed science process skills model and the control group was taught with formal instruction. After that, a posttest was administered to two groups. As data analysis, a one-way analysis of covariance (OneWay ANCOVA) was used for the quantitative research study. Data collected from interviews were analyzed by thematic analysis for the qualitative research study. Four teachers who taught in the experimental groups and (16) students from the experimental groups were interviewed. The results indicated that the chemistry achievement of students who received instruction by the proposed science process skills model was significantly higher than that of students who did not receive it. Qualitative data supported the findings from the quantitative study. Research findings proved that the proposed science process skills model had a positive contribution to teaching chemistry at the high school level. 2024
2358 Yin Mon Aung and Naing Naing Thein DEVELOPING A METACOGNITIVE TEACHING MODEL FOR PROBLEM SOLVING IN MIDDLE SCHOOL MATHEMATICS The main purpose of this study is to investigate the effectiveness of the metacognitive teaching model for teaching mathematics at the middle school level in Myanmar. In this study, a mix-methods (QUAN qual) design was adopted. Quasi-Experimental design was adopted to collect the quantitative data and case study design was applied to collect the qualitative data. It was started in the first week of November 2021 and ended in the second week of January 2022. The study was geographically restricted to Yangon Region and a total of (258) Grade six students participated. A pretest, a posttest, a metacognitive skills inventory questionnaire, and an observation checklist were used as the research instruments. The pretest and posttest data were analyzed through one-way ANCOVA and it was found that there were significant differences in the mathematics achievement on posttest between the experimental and control groups in all selected schools. Students’ responses to the metacognitive skills inventory questionnaire were analyzed through Wilcoxon Signed Rank Test and the results showed that there were significant differences in metacognitive skills of experimental group students before and after the treatment. Students’ problem solving behaviors were analyzed through the think-aloud protocol analysis method and it was found that almost all students exhibited both cognitive and metacognitive behavior. Additionally, qualitative findings supported the quantitative findings. Therefore, the research findings proved that the proposed metacognitive teaching model has a positive contribution to teaching problem solving at the middle school level in Myanmar. 2024
2359 Nann Yin Yin Moe and Khin Mar Khine AN INVESTIGATION INTO THE IMPACT OF THE INTEGRATED COLLABORATIVE CONCEPT MAPPING MODEL IN TEACHING PHYSICS The main purpose of this study is to investigate the impact of using the proposed model based on the integration of collaborative learning techniques and concept mapping in teaching Physics. In this research, embedded design, one of the mixed-method designs was adopted. A quasi-experimental design was used as a quantitative study and a case study design was used as a qualitative study. Instruments like pretest, posttest, questionnaires, self-assessment forms, lesson plans prepared with the proposed model, and worksheets were used as the quantitative instrument. An observation checklist and semi-structured interview questions were used as qualitative instruments. A random sampling method was used to choose four high schools from Yangon Region. The purposive sampling method was applied for collecting qualitative data. Quantitative findings by ANCOVA showed that the Physics achievements of students who were taught with the integrated collaborative concept mapping model were higher than the students who did not receive it. Attitudes questionnaires results by the Wilcoxon Signed Rank Test showed that positive attitudes changes were found by comparing before and post results. Friedman Test results of self-assessment forms showed that the students who participated in experimental groups have improvements in all 5 Cs like collaboration, communication, critical thinking and problem solving, creativity and innovation, and citizenship across three-time points. Qualitative findings revealed that the students and teachers from experimental groups preferred this model, actively participated in the intervention periods, and are willing to apply an integrated collaborative concept mapping model in their teaching process. All the results proved that the integrated collaborative concept mapping model was supportive in teaching Physics concepts included in the new curriculum which aims to acquire soft skills along with teaching subject knowledge. 2024
2360 Hnit Oo May, Naing Naing Thein AN INVESTIGATION INTO THE TEACHERS’ PERCEPTION OF TECHNOLOGY INTEGRATION IN TEACHING MATHEMATICS The present study investigated the teachers’ perception of technology integration in teaching mathematics. Quantitative research method was used in this study. Questionnaire survey was conducted to investigate the teachers’ perception of technology integration in teaching mathematics. The participants were randomly selected from Yangon Region. A total of 185 (JAT 112 and SAT 73) mathematics teachers from the selected schools were participated in this study. A questionnaire was used as research instrument. The required data for this study were collected and analyzed by descriptive analysis. Both middle and high school mathematics teachers have moderate level perception on all dimensions: technology-based teaching and learning, the effectiveness of technology integration for students’ learning, and technology integration in learning mathematics. Research findings pointed out that both middle and high school teachers have good perception on technology integration in teaching mathematics. 2024