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
2361 Mya Thinn Kyu and Salai Tin Htun A STUDY OF TEACHER EDUCATORS’ PERCEPTIONS AND TENSION TOWARDS PRACTICUM PRACTICE The main purpose of this study is to investigate the level of teacher educators’ perceptions and tension towards practicum practice. The research design for this study is descriptive research design. In this study, (150) teacher educators are randomly selected from Yankin, Thingangyun, Pathein, and Myaungmya Education Degree Colleges. A questionnaire with (60) items was used as an instrument. The questionnaire on five-point Likert-Scale was developed; strongly disagree, disagree, undecided, agree, and strongly agree. In order to describe the level of teacher educators’ perceptions and tension towards practicum practice, mean, standard deviation, frequency, and percentage were used. Pearson product-moment correlation was used to find out the relationship between teacher educators’ perceptions and tension towards practicum practice. The results showed that there was a negative correlation (r = ?.410) between teacher educators’ perceptions and tension towards practicum practice and there was a significant difference at 0.01 level (2- tailed). This indicated that teacher educators who have high positive perceptions towards practicum practice attain less tension towards practicum practice. 2024
2362 Wah Wah Tin and Ei Mon Kyaw A STUDY OF TEACHERS' PERCEPTION OF THE IMPORTANCE OF TEACHING CIVIC EDUCATION AT HIGH SCHOOL LEVEL This study's primary purpose is to explore teachers' perception of the importance of teaching civic education at high school level. Two hundred high school social studies teacher participants from sixty-five schools in four townships participated in this study. The questionnaire was based on Boadu's "Teachers' perception on the importance of teaching civic education" (2013). This questionnaire contains 32 items, each with a five-point Likert Scale. The results pointed out that the total mean and standard deviation of teachers' perception were 125.18 and 11.79 respectively. It can be said that 80% of teachers perceive moderately good perception, 8% of teachers have bad perception and 12% of teachers have good perception. Therefore, it can be said that most social studies teachers in this study have a moderately good perception in teaching civic education at the high school level. The mean of teachers' perception on the characteristics of a good citizen is highest, whereas the mean of teachers' perception on the difficulties students faced in learning civic education is lowest. Moreover, there is a positive relationship among four dimensions of teachers' perception of the importance of teaching civic education at the high school level. Therefore, most social studies teachers have a good perception in teaching civic education at the high school level. 2024
2363 Ei Phyu Thwe and Wai Wai Oo THE RELATIONSHIP BETWEEN REFLECTIVE PRACTICES IN TEACHER EDUCATORS AND THEIR PROFESSIONAL DEVELOPMENT The purpose of this study is to investigate the relationship between reflective practices in teacher educators and their professional development. Quantitative research method, descriptive survey design was used to find out reflective practices of teacher educators and their professional development. One hundred and fifty teacher educators from five Education Degree Colleges in four different Divisions and States in Myanmar were selected by using simple random sampling technique. Two instruments: questionnaire for reflective practices of teacher educators and questionnaire for attitude towards professional development were used to collect the required data. In addition, two open-ended questions and nine interview questions for each dimension of reflective practices and attitude towards professional development were also used. In the analysis of data, descriptive statistics (mean and standard deviation) were used to test reflective practices in teacher educators and attitudes toward their professional development and inferential statistics (one-way ANOVA) were also used to compare reflective practices in teacher educators and their attitudes towards professional development in terms of teaching experience. Pearson productmoment correlation was used to assess whether and to what extent there was a relationship between reflective practices of teacher educators and their professional development. The result showed that there was a positively high correlation between reflective practices of teacher educators and their attitudes towards professional development. It can be concluded that if the using levels of teacher educators’ reflective practices are high, they more obviously develop their teaching professions. 2024
2364 Hnin Yu Win and Khaing Khaing Lwin AN ANALYTICAL STUDY OF DIFFICULTIES IN TEACHING SCIENCE AT THE HIGH SCHOOL LEVEL The main purpose of the study is to investigate the analytical study of the difficulties in teaching science at the high school level. By using simple random sampling method, (160) among (248) science teachers in (43) Basic Education High Schools and (11) Basic Education High Schools (Branch) in the Mandalay region were selected as the sample. To be obtained the difficulties in teaching science at the high school level, a questionnaire consists of (56) items and is rated on fivepoint Likert scale with seven dimensions. The data obtained were analyzed by using descriptive statistics and inferential statistics such as the independent samples t-test and one-way ANOVA. Findings showed that 71% of participants had difficulties in teaching science at the high school level because they may have less experience and expertise in science teaching and their schools have not enough school facilities and teaching aids. According to the research findings, science teachers in high schools (branch) faced in the difficulties with science teaching methods and science assessment more than those in high schools in types of school. Moreover, science teachers in (0-5 years) faced in difficulties of science teachers and difficulties with science textbooks more than those in (6-10 years) and (11 years and above) in terms of teaching science experience. Therefore, in order to teach physics with great joy and success, the physics teacher should establish and maintain a respectful, supportive and safe teaching environment that is emotionally and physically conducive to teaching. Thus, it was clearly seen that this research would be a valuable work that produces a remarkable improvement in teaching science at the high school level in Myanmar. 2024
2365 Htay Hnin Yu and Khaing Khaing Lwin THE RELATIONSHIP BETWEEN TEACHER EDUCATORS' TECHNOLOGICAL KNOWLEDGE AND THEIR SELF-EFFICACY IN EDUCATION DEGREE COLLEGES The purpose of this study is to investigate the relationship between technological knowledge and self-efficacy of teacher educators in selected Education Degree Colleges. In this study, the samples were (200) teacher educators from four Education Degree Colleges in Magway and Mandalay Regions. The Technological Pedagogical Content Knowledge (TPACK) developed by Ismail Sahin (2011) was used to measure teacher educators' technological knowledge. It comprised four dimensions: knowledge of technology, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The second instrument was the Technology Proficiency Self-Assessment (TPSA C-21) developed by Christensen and Knezek, (2017) to investigate the self-efficacy of teacher educators. It had six scales: Email, WWW, Integrated Applications, Teaching with Technology, Teaching with Emerging Technologies, and Emerging Technologies Skills. Descriptive statistics was firstly used. In the technological knowledge of teacher educators, the mean of knowledge of technology was higher than that of other dimensions. In self-efficacy, the means of emerging technology skills was larger than that of other scales. According to the ANOVA results, there was a significant difference in technological knowledge and self-efficacy between teacher educators with 6-10 years of teaching experience and those with 11 years and above teaching experience. And the result of the Pearson-product moment correlation revealed that there was a significant and highly positive correlation between technological knowledge and the self-efficacy of teacher educators (r = .876, p<.01). According to simple linear regression, it can be predicted that 77% of teacher educators’ self-efficacy can be predicted from their technological knowledge. Therefore this study indicated that the more technological knowledge teacher educators have the higher self-efficacy in their teaching-learning situation. 2024
2366 Aye Myat Mon and Wai Wai Oo AN INVESTIGATION INTO TEACHER EDUCATORS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE ON THEIR SELF-EFFICACY This study aimed to investigate teacher educators’ technological pedagogical content knowledge on their self-efficacy. A sample of (160) teacher educators in five Education Degree Colleges were selected by using simple random sampling. The instruments for teacher educators’ technological pedagogical content knowledge with (35) Likert scale items and the instrument for teacher educators’ self-efficacy with (30) Likert scale items were applied. Survey method was employed to determine teacher educators’ technological pedagogical content knowledge and their self-efficacy. The quantitative data were analyzed by using the Statistical Package for Social Science (SPSS). In order to examine the teacher educators’ levels of technological pedagogical content knowledge and self-efficacy, descriptive statistics (mean and standard deviation) were used. The inferential statistics such as one-way analysis of variance (ANOVA) and Post Hoc test were used to compare teacher educators’ technological pedagogical content knowledge and self-efficacy in terms of designation and teaching experience. Pearson-product movement correlation test was used to investigate the relationship between technological pedagogical content knowledge (TPACK) and self-efficacy. The findings pointed out that the teacher educators applied lower technological knowledge than pedagogical content knowledge in their teaching and learning and they had lower self-efficacy in adapting to individual student needs. The result showed that there was a positive relationship between teacher educators’ technological pedagogical content knowledge and their self-efficacy at (r = .677, p = .000). Finally, this study revealed that the more the teachers have technological pedagogical content knowledge, the more they get higher self-efficacy 2024
2367 Theingi Khine and Wai Wai Oo A STUDY OF THE INFLUENCE OF VOCABULARY ON READING COMPREHENSION IN LEARNING ENGLISH AT THE HIGH SCHOOL LEVEL The purpose of this study is to investigate whether using vocabulary exercises is effective or not in Grade Ten students’ reading comprehension. The present study was an experimental study. The design adopted in this study was experimental study: the crossover repeated measure design. The study involved (100) participants who were Grade Ten students of English as a foreign language in Basic Education High School, Yathit selected using the simple random sampling technique. To measure their reading comprehension, three main tests that used only unseen passages were administered: pretest, posttest 1 and posttest 2. In the analysis of data, descriptive statistics, independent samples t test, analysis of covariance (ANCOVA), and paired samples t test were utilized. Independent samples t test was employed to determine whether a significant difference exists between the means of two groups. According to the result, analysis of covariance (ANCOVA) was used to ascertain there were differences in the reading achievement between researched students. The results showed that there were differences in the reading achievement between students who received vocabulary exercise and those who did not. Paired samples t test was used to analyze whether the improvement in the students’ reading achievement by the use of vocabulary exercises exists. According to the results, each group had significant improvement in the reading achievement. It can be concluded that the application of vocabulary exercises can improve Grade Ten students’ reading achievement. 2024
2368 Thu Thu Linn A STUDY OF THE DIFFICULTIES OF STUDENTS AND INFLUENCING FACTORS ON LEARNING PHYSICS AT THE BASIC EDUCATION HIGH SCHOOL LEVEL The purpose of this study is to investigate the difficulties and influencing factors of students and the reasons for their difficulties in learning physics at the Basic Education High School Level in Myanmar. This study is descriptive research design. By using the simple random sampling method, 475 Grade Ten students and 448 Grade Eleven students who are learning physics in four Basic Education High Schools in Shwebo, Sagaing Region were used as the sample. In the collection of data, two instruments, the questionnaire for the difficulties of the students in learning physics and the questionnaire for the influencing factors of the students in learning physics were used. In order to analyze the data, descriptive statistics, independent samples t test, one-way analysis of variance (ANOVA) and Pearson product-movement correlation were used. According to the results of the study, it can be seen that there was nearly two third of the total population of participants who had difficulty in learning physics and the majority of students are likely to face difficulties in solving problems in physics. The reasons for the difficulties of the students in learning physics were the complex, abstract nature and too much calculation of physics, lack of interest, mathematics skills and negative attitude of the students, the lack of the adequate school facilities and instructional materials. It can be concluded that physics teachers should establish and maintain a respectful, supportive and safe learning environment that is emotionally and physically conducive to learning in order to learn physics with great joy and success. 2024
2369 Thun Wai Win, Naing Naing Thein THE IMPACT OF DIFFERENTIATED INSTRUCTION ON STUDENTS’ ACHIEVEMENT IN MATHEMATICS AT MIDDLE SCHOOL LEVEL The purpose of this study is to investigate the impact of differentiated instruction on students’ achievement in mathematics at middle school level. Both quantitative and qualitative research methods were conducted to obtain the required data. The design adopted for quantitative study was one of the quasi-experimental designs, non-equivalent control group design. The subjects were (30) Grade Six students from BEHS (Tamarkone) in Wundwin Township, (67) Grade Six students from BEMS (1) in Wundwin Township, (140) Grade Six students from BEHS (1) in Thazi Township and (59) Grade Six students from BEHS (Khetmauk) in Thazi Township. The instruments used in the study were pretest, learning style inventory, posttest, observation checklist and interview questions. Experimental groups were taught with differentiated instruction, while the control groups were taught the same concept using formal method. Students’ mathematics achievement was compared using one-way ANCOVA. The results showed that there were significant differences between middle school students who receive differentiated instruction and those who do not receive it on the scores of mathematics achievements for selected schools. The questionnaires findings showed that Grade Six students have positive attitudes towards mathematics learning through differentiated instruction. The interview findings pointed out that they propounded it is very suitable and valuable instructional design for teaching of mathematics. 2024
2370 Tin Myo Latt and Zam Shin Khine A STUDY OF THE RELATIONSHIP BETWEEN LEARNING STYLE AND BIOLOGY ACHIEVEMENT OF GRADE NINE STUDENTS This study explored the relationship between learning style and Biology achievement of Grade Nine students. The study adopted a descriptive research design and employed a quantitative method. The target population in this study was Grade Nine students who chose the subject combination of Chemistry, Physics and Biology, and 415 participants were selected as sample from selected high schools in Sagaing Township. Data were collected by using a questionnaire based on Fleming’s (2015) VAK learning styles which include 45 items. The results revealed that the students in this study could be classified into six learning styles: unimodal; Auditory learning style (A) 44.1%, Visual learning style (V) 34.22%, Kinesthetic learning style (K) 12.77%, bimodal; Visual-Auditory (VA) 6.02%, Visual-Kinesthetic (VK) 2.17% and Auditory-Kinesthetic (AK) 0.72%. To measure students’ Biology achievements, Biology achievement test was designed by the researcher based on the content area of Chapters (1 to 3) from Grade Nine Biology textbook. Independent samples t-test showed no significant difference in Biology achievement by gender. One-way ANOVA showed that there are significant differences in Biology achievement by school level. Chi-Square test showed a statistically significant association between Gender and Learning Style preference. Pearson’s Correlation analysis showed no significant relationship between learning style and achievement in Biology subject. 2024