Research List

No.	Researcher	Title	Abstract	Year
1221	Theingi Win	POSITIVE EMOTIONS, EGO-RESILIENCE AND PERSONAL STRIVINGS OF STUDENT TEACHERS	The primary purpose of this study was to investigate the relationship of positive emotions, ego-resilience and personal strivings of student teachers. Quantitative perspective was used in this study. Yangon University of Education (YUOE), Sagaing University of Education (SUOE) and University for the Development of National Races of the Union (UDNR) were purposefully selected for this study. A total of 750 student teachers attending at the first year to final year classes participated in this study. Adapted Version of Positive and Negative Affect Schedule (PANAS) developed by Watson, Clark & Tellegen (1988), Ego-Resiliency Scale (ER89) developed by Block & Kremen, (1996), Letzring et al., (2005) and Personal Strivings Assessment Packet (PSAP) developed by Emmons (1999) were used as research instruments. PANAS consists of 10 positive emotions and ER89 consists of 14-items .In PSAP, participants were asked to generate a list of 10 strivings. The participants were also asked to rate each of their strivings along six dimensions; importance, progress, personal growth, positivity, self-transcendence, and personal expressiveness (Emmons, 1999; Waterman, 1993; Beaumont, 2012 cited in Seaton, 2013). The results of independent sample t-test indicated that significant difference was found in ego-resilience of student teachers by gender. ANOVA results also found that there were significant differences in self-ratings of personal strivings by university. Again, significant difference was found in positive emotions by level of education. Moreover both positive emotions and ego-resilience were positively correlated with ratings of personal strivings. Therefore, it could be said that individuals who experience more positive emotions have higher ratings of personal strivings. Similarly, individuals who are higher in ego-resilience have higher ratings of personal strivings. Positive emotions and ego-resilience were also positively correlated with each other. In sum, regression analysis showed that both positive emotions and ego-resilience were the significant predictors of personal strivings in positive direction.	2020
1222	Shwe Yee Lwin	INFLUENCE OF PARENTING STYLES ON ADOLESCENT AUTONOMY AMONG SECONDARY SCHOOL STUDENTS	The main purpose of this study was to investigate the influence of parenting styles on adolescent autonomy among secondary school students. Quantitative approach was used in this study. A total of 640 grade 10 students (320 males and 320 females) from Yangon region and Tanintharyi region participated in this study. The instruments used in this research were Questionnaires for Respondents Measuring Parenting Styles and Questionnaire Measuring Adolescent Autonomy. Both questionnaires were developed by Esther (2014). In the study of parenting styles, the majority of the students were treated by authoritative parenting style and none of the student was treated by uninvolved parenting style. According to the Chi-square results, there was no association between parenting styles by gender and by family size but there was significant association between parenting styles by region (p<0.05). In adolescents’ autonomy, t-test result indicated that there was significant difference by gender in autonomy with respect to emotional autonomy and value autonomy at 0.001 level. And there were also significant differences in students’ autonomy by region and in value autonomy of students by specialized combination. In this study, students’ autonomy was categorized into three levels: low, moderate and high. Most of the students’ autonomy was in moderate level. As an ANOVA result, students treated by authoritative parenting style were higher in autonomy than those of students from authoritarian and permissive parenting styles. Pearson correlation revealed that authoritative and permissive parenting styles were significantly positive correlated with autonomy. But authoritarian parenting style was significantly negative correlated with autonomy. According to regression analysis, the authoritative parenting style was found to be the strongest predictor for autonomy. The authoritative parenting style offers adolescents with the opportunity to develop self-reliant individuals with a healthy sense of autonomy within parental limits. Therefore, parenting styles influence adolescents’ autonomy either positively or negatively.	2020
1223	Kay Khine Wint	STUDENT TEACHERS’ PERCEPTIONS ON THE LEARNING ENVIRONMENT AND THEIR APPROACHES TO LEARNING	The primary purpose of this study was to investigate the perceptions of student teachers learning environments in University 1, University 2, and University 3 and the approaches they mostly used to learn. Moreover, this study had also examined differences in perceptions and employment of learning approaches by gender, education level, and university and also the relationship between these two variables. A total of 720 student teachers from University 1, University 2, and University 3 excluding first year students and students who joined from COE participated in this study. Dundee Ready Education Environment Measure (DREEM) developed by Roff et.al. in 1997 and Revised Approaches to Studying Inventory (RASI) by Richardson (2005) were used as instruments. DREEM was used with six subscales and composed of 55 items. RASI involves three subscales with 52 items. In this study, there was no significant difference on student teachers’ perceptions on learning environment by gender but there were significant differences by education level and by university. In identifying student groups with respect to their dominant learning approaches, five groups of students were found out. Significant differences were found by educational level and by university but not by gender. The correlation result showed that perceptions of student teachers on their learning environment were positively correlated with deep approach and strategic approach, and negatively correlated with surface approach. The results of regression analysis revealed that the perceptions on learning environment were significant predictors of those three learning approaches. According to the results, it could be assumed that student teachers who have good perceptions on their learning environment have the higher possibility to employ deep and strategic approaches, whilst student teachers who have low perceptions on learning environment are more likely to use surface approach.	2020
1224	Zin Myo Akari Kyaw	FACTORS AFFECTING SENSE OF BELONGING AND ITS RELATION TO EDUCATIONAL OUTPUTS OF STUDENT TEACHERS	The main purpose of the present study was to investigate the factors affecting sense of belonging and its relation to educational outputs of student teachers. Questionnaire survey method was applied and quantitative approach was executed in this study. A total of 720 student teachers (360 males and 360 females) from Yangon University of Education, Sagaing University of Education and University for the Development of National Races participated in this study. The required sample was selected by using random sampling technique. As the research instruments, the sense of belonging questionnaire (SOB) (Dabney Chatwin Ingram, 2012), Factors Affecting Sense of Belonging Questionnaire (FASOB) (Dabney Chatwin Ingram, 2012) and Educational Outputs Questionnaire (EO) (Dabney Chatwin Ingram, 2012) were applied to examine factors affecting sense of belonging and its relation to educational outputs student teachers. In the analysis of data, descriptive statistics, independent sample t-test, one way ANOVA, Pearson�s correlation technique and stepwise multiple regression analysis were used in this study. According to the results of regression analyses, it can be concluded that university commitment to diversity, mentor facilitated belonging, supportive housing and curriculum relevance factors were the significant predictors of sense of belonging as well as class participation, frequent meet with professors and satisfaction with the institution factors were the significant predictors of sense of belonging. To sum up, the findings of the study will be useful in assisting administrators, educators, counselors, and researchers to develop strategies to enhance student teachers� sense of belonging.	2020
1225	Ye Lynn	MOTIVATIONS OF STUDENT TEACHERS FOR CHOOSING TEACHING AS A CAREER	The primary purpose of this study was to examine the motivations of student teachers for choosing teaching as a career. Then, this study tried to explore the differences in the overall motivations for choosing teaching as a career, the motivation factors for choosing teaching career, the perception factors about the teaching profession and the career choice satisfaction of student teachers with respect to gender and university. A total of 600 first-year student teachers (300 males and 300 females) from Yangon University of Education (YUOE), Sagaing University of Education (SUOE) and University for the Development of the National Races of the Union (UDNR) participated in this study. As the research instrument, the FIT-Choice Scale (Factors Influencing Teaching Choice Scale) developed by Helen M. G. Watt and Paul W. Richardson (2007) was used. The results showed that there was significant difference in the overall motivations of student teachers by gender. But, no significant difference was found by university. In motivation factors, there were significant differences by gender and university. Moreover, there were also significant differences in the perception factors about the teaching profession by gender and university. However, no gender difference was found in the career choice satisfaction of student teachers. By university, there was significant difference. Finally, the results showed that all motivation factors, except job security, job transferability and social influences factors, and all perception factors, except salary factor, were significantly associated with the career choice satisfaction. According to the results of simultaneous multiple regression analysis, motivation factors of intrinsic career value, fallback career, prior teaching and learning experiences and perception factors of expertise, social status and social dissuasion were significant predictors of the career choice satisfaction of student teachers.	2020
1226	Phyo Thaw Tar Aung	DEVELOPING EMOTIONAL INTELLIGENCE SCALE FOR STUDENT TEACHERS	The main purpose of this study was to develop the new Emotional Intelligence Scale (EIS) for student teachers by applying one-parameter logistic model of item response theory (IRT). A total of 1200 student teachers from Yangon University of Education and Sagaing University of Education were selected by equal-sized stratified random sampling technique. The emotional intelligence scale was used as a research instrument. Descriptive research design and quantitative survey method were used in this study. According to confirmatory factor analysis, 59 items: 16 items in Empathy Social Awareness, 17 items in Self-Regulation, 18 items in Self-Awareness/Optimism and 8 items in Managing Emotions were left in the Emotional Intelligence Scale. Moreover, it was found that this scale would be most suitable for the examinees whose ability ranges from -3.5 to +1.5 and it would provide the maximum information at ability (θ) is -1.4. Finally, the new Emotional Intelligence Scale (EIS) for student teachers was developed with 33 items under four dimensions such as Empathy Social Awareness, Self-Regulation, Self-Awareness/ Optimism and Managing Emotions.	2020
1227	Wint Wah Tun	CONSTRUCTING A COMPUTER-BASED ENGLISH TEST FOR MIDDLE SCHOOL STUDENTS	The main purpose of this study was to construct a Computer-based English test for Middle School Students. To achieve the purpose of the study, three alternate forms of Grade 9 English achievement tests were first constructed according to the table of specifications. Each test contained 50 multiple-choice items. The sample were randomly selected from Yangon Region by using Quantitative survey research design. The sample size of totally 1514 students from eleven high schools participated in this study. According to the results, it can be assumed that the tests were neither too easy nor too difficult for students and they also discriminated well among examinees with different abilities. In order to compare the students’ results, norm-tables were constructed by transforming raw scores to scaled scores. The norm tables can help the teachers to interpret the achievement levels of the students, even the students administered different forms of tests. For computer-based test, Quiz Faber computer software was used. To create an online computer-based test, Google Forms application was applied and QR code was used to send the test in online.	2020
1228	Myat Thura	PRIMARY TEACHERS’ ATTITUDES TOWARDS NEW CURRICULUM	Curriculum reforming is still processing in Myanmar. In this process, teachers are the key players because they play as implementer role in curriculum reforming. The government needs to know how the teachers perceive, how they learn, how they teach and how they accept which the new curriculum gives because changing from old curriculum to new curriculum require acceptance and cooperation of the teachers, who are the instruments for its implementing and for its realization. The attitude is the important aspect which determines the perception, involvement, acceptance and the realization of the objectives and goals. The main purpose of this study is to analyze the primary teachers’ attitudes towards new curriculum by seven educational aspects. They are academic success in new curriculum, interaction with others in new curriculum, time taken for teaching in new curriculum, characteristics of new curriculum, confidence in teaching new curriculum, teachers’ perception on student learning in new curriculum and assessment in new curriculum. The type of research for this study was survey research. The sample size consisted of 221 Primary Teachers from Basic Education Primary Schools, Post-Primary Schools and Middle Schools in January, 2019. Primary teachers’ attitudes were examined by using questionnaire survey research. The result of the study showed that most teachers have positive attitudes with respect to the new curriculum.	2020
1229	Khin Mar Myint	FACTORS INFLUENCING ACADEMIC ENGAGEMENT OF UNIVERSITY STUDENTS: A META-ANALYSIS STUDY	Education is the life-wire of every nation. But there is a general outcry that the standards of education are falling and morals flagging in many parts of the world. As a solution for ineffectiveness of education, many educators described that the intended outcomes can be made through academic engagement. In order to know whether the academic engagement actually works in the enhancement of education sector, the present study analyzed the relative strengths of the associations between academic engagement and internal and external factors by meta-analysis approach. First of all, the researcher searched the literature via different search engines_ Google, Google Scholar, PsycINFO, and Academia using the keywords_factors influencing/ affecting academic engagement, determiners of academic engagement, and predictors of academic engagement. After screening 153 studies, 23 studies with combined sample size ranging from 91 to 2368 participants, which met all the required criteria were identified. For reporting meta-analyses, PRISMA statements were followed. According to meta-analysis results, academic self-efficacy, academic satisfaction, academic performance, motivation, and valuing were found to be the related internal factors which influence academic engagement. And gender, lecturers’ teaching styles and grade were also found as related external factors. In addition, it was found that motivation was the strongest internal factor influencing academic engagement. As engagement plays an important role in the academic setting of university students, they all need to possess a relatively high level of academic engagement. The findings of the present study will provide the various influencing factors of academic engagement aiming to be a good support for enhancing an essential factor of education sector.	2020
1230	Min Paing Moe	DEVELOPING ENGLISH TEACHING KNOWLEDGE TEST FOR STUDENT TEACHERS	Despite an increasing research interest in different areas of subjects, the scientific understanding regarding teachers’ knowledge for teaching English is very limited. This study therefore aimed at developing a standardized test to assess English teaching knowledge of student teachers during their initial teacher education. The sample was composed of 120 ELT specialised students from final year, first semester in Yangon University of Education. In this study, the content area was assigned based on The TKT (Teaching Knowledge Test) Course by University of Cambridge and Cambridge ESOL Examination. Both pilot testing and field testing were conducted in February, 2019. The first draft of the test was developed with 60 multiple-choice items which were analysed by item analysis technique. The data were processed by Test Analysis Program software (TAP version 14.7.4) and then analysed. Results showed that the items of 15% were very good, 20% were reasonably good, 22% were need improvement and 43% were very poor. Final form of the test was constructed with 45 items in which 55.56% of item were good, 20% of them were fair and 24.44% of them were modified. The test which has medium difficulty level, high discrimination power and high reliability was finally developed.	2020

Research Publications

Myanmar Academy of Art & Science List of Research