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
241 Pyone Mon Aye SUPPRESSION OF TE FINANCING OF TERRORISM Terrorism is a global problem of today. Suppression of the financing of terrorism is a core strategy to combat the terrorists and terrorist organizations. This dissertation analyzes the cases to point out that money is the oxygen of terrorism or terrorist organizations and combating the flow of even small amount of money may save lives. In this regard, the International Convention for the Suppression of the Financing of Terrorism (1999) is the most important element in the international legal norms to combat the financing of terrorism. Myanmar has signed this convention on 16, October, 2006. Besides, as a party to twelve international counterterrorism instruments, Myanmar enacted the Counter Terrorism Law, 2014 and the Anti Money Laundering Law, 2014. The Counter Terrorism Law includes the offences provided by twelve international terrorism treaties including the offences of the financing of terrorism as one of these offences. But it has no detailed provisions relating to the procedure of identifying and freezing the terrorist assets, institutional measures such as customer due diligence, record keeping and suspicious transaction of the financial sector to enhance financial transparency, and functions and power of Financial Intelligence Unit (FIU) to operate effectively. The Anti-Money Laundering Law, 2014 provides laundering of money and properties derived from commission of any of offences relating to the terrorism. It does not indicate the financing of terrorism as a separate crime. It cannot cover the financing of terrorism as the nature of money laundering and terrorist financing are slightly different. Therefore, these two Laws are not comprehensive laws to suppress the financing of terrorism. Myanmar should extend the AntiMoney Laundering Law by including the specific terrorist financing offence or adopt the specific Anti-Terrorist Financing Law in line with the international norms and standards to prevent and protect terrorist attacks and the financial system in Myanmar effectively. 2018
242 Htet Htet Zaw ASSESSMENT OF INTERNATIONAL CONVENTIONS RELATING TO LAND TRANSIT OF LANDLOCKED STATES Under the definition defined in Article 124 (1) of the United Nations Convention on the Law of the Sea 1982, landlocked state is a state having no sea coast. Under this definition itself, landlocked states have relied on the transit state for the outlet of the sea which is the cheapest transportation mode, and freedom of transit is most crucial for these states than other factors. Because of shipping is still playing a central role in global trade, geographic location also remains significant. As a result of their geographical disadvantage, landlocked states face specific challenges in their attempts to integrate into the global trading system. Mainly because of goods coming from or going to a landlocked state are subject to additional trade barriers such as lengthy border-crossing procedures, weak legal and institutional arrangements, poor infrastructure, a lack of information technology, an underdeveloped logistics sector and a lack of cooperation with neighbouring transit countries, they face the disadvantages which they can’t solve themselves. These problems faced by landlocked states have over the years been addressed by the international community through, inter alia, the adoption of international legal instruments aimed at easing the economic burden suffered by them. In this study, it will be assessed the international conventions relating to land transit of landlocked states 2018
243 Khaing Ei Phyu Tun AN INVESTIGATION INTO TE IMPACT OF EXTENDED READING EXERCISES FOCUSING ON TEXT STRUCTURE ON LEARNERS OF ENGLIS AS A FOREIGN LANGUAGE The main objective of this research was to develop the reading exercises focusing on text structure and to investigate the impact of these exercises on learners’ reading and writing skills. As foreign language learners, students in Myanmar learn mainly two English language skills: reading and writing. Reading is the major activity for them to obtain an unlimited amount of knowledge. Thus, teachers should find out and teach exercises that can enhance both students’ reading and writing skills. The text structure exercise is one of the ways to improve these skills. To investigate the effects of text structure exercises, a sample of (314) Grade Nine students from four Basic Education High Schools was used. A quasiexperimental research design was applied. Five text structure exercises: Description, Collection, Compare and Contrast, Cause and Effect and Problem and Solution were taught in the pilot group, first. After necessary changes had been made, they were used in the experimental groups. To see whether the groups which received the extended reading exercises and those which did not were the same at the beginning of the study, a pretest was administered. After 5 months' treatment, the sample students were administered a series of posttests to see whether the exercises were really effective in their reading and writing skills. According to the findings, it was found that the performance of students who received the extended reading exercises was better than that of students who did not, in all the selected sample schools. Thus, it was concluded that the text structure exercises contributed to the improvement of students’ reading and writing skills. 2018
244 Yin Nwet AN INVESTIGATION INTO TE IMPACT OF PROCESS APPROAC TO TEACING WRITING IN MYANMAR LANGUAGE AT TE IG SCOOL LEVEL In the middle and high schools in Myanmar, the role of essay writing has been changed from lessons to be practiced to lessons to be memorized because of the teaching practices which focus on the completed essay and neglects how students write essays. So, a systematic approach to teaching writing is needed in Myanmar Language teaching to promote the students’ writing skill. This study is concerned with the adaptation and adoption of process approach in teaching writing. To investigate the effect of using process approach to teaching writing, an experiment was conducted. The participants were (394) Grade Nine students from four selected schools in Yangon Region. In this study, one of the quasiexperimental designs, non-equivalent control group design, was used. At the beginning of the study, a pretest was administered to know whether there were significant differences in writing skill between the experimental and control groups. And then, the experimental groups were taught writing through the proposed process approach by using the learning materials developed by the researcher. The control groups were taught through teacher-led instruction. The treatment period was from August, 2016 to November, 2016. At the end of the treatment period, both the control and experimental groups were compared by a posttest. According to the statistical data obtained from the posttest, it was found that there were significant differences between the groups who were instructed through the proposed process approach and the groups who were instructed through teacher-led instruction in each school on the scores of writing achievement. Therefore, it can be interpreted that the proposed process approach model and learning materials positively contributed to the improvement of students’ writing skill. It is believed that this study can solve the problems teachers and students are facing in teaching and learning essay writing. 2018
245 Su Hnin Mon A STUDY OF TE TEACING STYLES OF TRAINED AND UNTRAINED PRIMARY ASSISTANT TEACERS The purpose of this research was to study the teaching styles of trained and untrained primary assistant teachers. The participants of this research were primary assistant teachers from Yedashe Township. The researcher classified sample teachers into two groups, (150) trained teachers and (150) untrained teachers. The questionnaires consisted of (40) items of five points Likert-scale. The teaching style questionnaires for teachers were based on Anthony F. Grasha’s teaching style inventory (1996). It includes five types of styles. They are expert style, formal authority style, personal model style, facilitator style and delegator style. A quantitative research method was used to analyze the teaching styles of teachers. The independence samples t- test and comparison of means were employed for the analysis of quantitative data. According to the research finding, there was a significant difference between trained and untrained teachers on personal model and facilitator teaching style. Moreover, untrained teachers preferred in formal authority teaching style and trained teachers preferred expert, personal model, facilitator and delegator teaching style. This showed that training is necessary for all teachers. This study has a positive contribution not only for teachers to be effective in their teaching but also for the improvement of education. 2018
246 Cho Thet Kyaw TE IMPACT OF SCIENCE TEACERS PEDAGOGICAL CONTENT KNOWLEDGE ON STUDENTS ACIEVEMENT IN SCIENCE TEACING AT TE MIDDLE SCOOL LEVEL The purpose of this study was to investigate the impact of science teachers’ pedagogical content knowledge on students’ achievement in science teaching at the middle school level. A quantitative descriptive research method was used in this study. One township in each district in Yangon Region was selected. Two high schools and two middle schools were chosen in each township. A total of sixteen basic education schools were included in this study. The sample size of junior assistant science teachers was (75) and of Grade Six students was (630). The instruments used in this study were science teachers’ pedagogical content knowledge questionnaire based on the Magnusson, Krajcik and Borko model of pedagogical content knowledge, students’ achievement test based on the Grade Six General Science Text book and an interview form. The Cronbach’s alpha coefficient for the teachers’ pedagogical content knowledge questionnaire was (.833). Descriptive statistics, one-way ANOVA and Pearson-product moment correlation were used to analyze the data. One-way ANOVA results indicated that there were significant differences between science teachers’ pedagogical content knowledge and students’ science achievement among the selected schools. Thus, science teachers’ pedagogical content knowledge and students’ science achievement are different in the selected schools. Moreover, ANOVA results also pointed that there is a significant difference in science teachers’ pedagogical content knowledge by science teaching services. So, science teachers who possessed more teaching services have higher pedagogical content knowledge than those who possessed less teaching services. Pearsonproduct moment correlation result revealed that a high level of science teachers’ pedagogical content knowledge will bring about a high level of students’ science achievement. 2018
247 Lay Lay Hlaing AN INVESTIGATION INTO TE PROBLEMS OF TEACING AND LEARNING IN MATEMATICS AT TE MIDDLE SCOOL LEVEL The main purpose of this study is to investigate into the problems of teaching and learning in mathematics at the middle school level. Specifically, this study aims at identifying the problems of teaching in mathematics and proffering solution to them for teachers and the problems of learning in mathematics for students. The design adopted for this study was a descriptive research design. Four townships were randomly selected from four districts in Yangon Region. One high school and two middle schools from each township were selected by using a stratified random sampling technique. The participants in this study were (600) Grade Seven students and (63) mathematics teachers. The data were collected by means of two questionnaires administered to teachers and students. To get the reliability, a pilot test was administered. The internal consistency of questionnaire for teachers was (.646) and the questionnaire for students was (.614). In the analysis of data, descriptive statistics (percentage) was used. Some of the findings that emerged are: (1) the foundation of most mathematics teachers in mathematics is poor. (2) The students have poor foundation in mathematics. (3) The teaching and learning environment is not conducive. Based on the findings, it was suggested that (a) The state government should, as a matter of urgency, send mathematics teachers to attend training and seminars for effective teaching and learning. (b) The government should endeavor to provide the necessary infrastructures and facilities that will motivate teaching and learning of mathematics. 2018
248 Su Mon Aung A STUDY OF TE EFFECTIVENESS OF COOPERATIVE LEARNING STRATEGIES ON STUDENTS' ACIEVEMENT IN MIDDLE SCOOL SCIENCE The main purpose of the present study is to investigate the effectiveness of cooperative learning strategies on students' achievement in middle school science. It is an experimental research. Treatment is based on instructional design concerning cooperative learning strategies. According to the format of that design, (7) sample lesson plans of learning materials were constructed. The target population is Grade Six students. Two high schools that situated in Mayangone and Insein Townships in Yangon Region were selected by random sampling method. A total of (120) students and (4) science teachers participated in it. To study the effectiveness of cooperative learning strategies on students' achievement in middle school science, one of the true experimental designs, pretest- posttest only control group design was used. Treatments were conducted separately to two groups. The experimental groups were taught according to the cooperative learning strategies. The control groups were taught as formal. Learning materials were selected from Chapter (5), Earth and Space, from Grade Six General Science Textbook. The posttest scores or data were analyzed with independent samples t test to test the hypotheses of this study. The instrument used in this study was a posttest. The result of this study showed that, there was a significant difference in the achievements of science learning between the students who were taught by using cooperative learning strategies and those who were not. It can be suggested that the cooperative learning strategies should be used in the classroom in teaching middle school science. Therefore, it was concluded that cooperative learning strategies brings positive contributions to the middle school science. 2018
249 Win Thinzar Kyaw AN INVESTIGATION INTO TE EFFECTIVENESS OF ACTIVE LEARNING INSTRUCTIONAL STRATEGIES ON TE ACADEMIC ACIEVEMENT OF SCIENCE STUDENTS AT TE MIDDLE SCOOL LEVEL The purpose of this study was to investigate the effectiveness of active learning instructional strategies on the academic achievement and basic science process skills of science students at the middle school level. Science process skills are central to the acquisition of scientific knowledge and enable students experience hands-on engagement with science materials when solving problems using practical approaches. These skills can be developed by using active learning instructional strategies in the science classroom because the aim of these strategies is skills development rather than just conveying information: students engage in activities to promote higher order thinking. Therefore, to investigate the effectiveness, nonequivalent control group research design was used. Two townships, one high school from each, were randomly selected from four districts in Yangon Region. Two classrooms from Grade Six were randomly selected and assigned to control and experimental groups in each selected school. A pretest, a posttest and an attitude questionnaire were used. A t test for independent samples and an analysis of covariance were used to find the difference in the science achievement and basic science process skills between the students who received active learning instructional strategies and those who did not. According to the results, there were significant differences between the two groups in basic science process skills in one of the selected schools. In another school, although there were significant differences between the two groups in communicating, classifying and inferring skills, there was no significant difference in observing, measuring and predicting skills. Moreover, there were significant differences in science achievement between the two groups in both schools. Therefore, it was found that using active learning instructional strategies in teaching science had significant improvement in the academic achievement and basic science process skills of the students, and it developed positive attitudes towards learning science. 2018
250 Phyo Su Khin TE IMPACT OF STUDENTS MOTIVATION ON TEIR ACADEMIC ACIEVEMENT IN SCIENCE AT TE MIDDLE SCOOL LEVEL The purpose of this study was to investigate the impact of students' motivation on their academic achievement in science at the middle school level. The design adopted in this study was a descriptive research. The participants were (1043) Grade-seven students from four middle schools and four high schools. The instruments used for this study were a questionnaire for students’ motivation to learn science and science achievement test. The questionnaire was based on Tuan, Chin and Shich, (2005) which contains six dimensions. The questionnaire included (35) items of five-point Likert-scale by five responses: strongly disagree, disagree, cannot understand, agree and strongly agree. Science achievement test was based on the content area from Chapter (1) to (4) in Grade Seven General Science Textbook. It included objective items, short questions and long questions items. A descriptive statistics was used to study the impact of students’ motivation to learn science and their academic achievement in science. Moreover, Pearson-product moment correlation was used to study the impact of students’ motivation to learn science and their academic achievement in science. It was found that students’ motivation to learn science is moderately correlated to their academic achievement in science. It means that highly motivated students perform better than lowly motivated students on science achievement test. 2018