Research List

No.	Researcher	Title	Abstract	Year
1231	Tun Min Kyaw	CREATING LEARNING ENVIRONMENT THAT FOSTERS READING MOTIVATION OF MIDDLE SCHOOL STUDENTS	This study investigated learning environment that fosters Grade 8 students’ reading motivation. Descriptive research design and survey method were used. This study based on Guthrie and Wigfield's (2000) engagement model. To examine learning environment for reading, researcher made Learning Environment for Reading Questionnaires based on Motivations for Reading Questionnaire of Wigfield and Guthrie (1997) was used in this study. In addition, the Reading Motivation Questionnaires (RMQ) modified from the Motivations for Reading Questionnaire of Wigfield and Guthrie (1997) were applied to measure students’ reading motivation in this study. Findings from questionnaire surveys revealed that physical learning environment was the best for reading. According to the descriptive statistics, this result showed that the students were high curious in reading among ten scales of reading motivations. Again, t-test showed that students’ reading motivations were significantly gender difference. This study was found that there was a significant relationship between learning environment for reading and students’ reading motivation (r = .483, p < .01).The ANOVA results stated that there were significantly differences in learning environments that foster students’ reading motivation among four types of schools. Tukey HSD results also indicated that learning environments of high schools were significantly different from those of middle schools and monastic schools. The results from this study showed that learning environment is the salient factor that influences students’ reading motivation. Therefore, according to the results of the present study, it can be to create learning environment that fosters students’ reading motivation in this study.	2020
1232	Shwe Yee Win	AN ANALYSIS OF THE IMPACT OF PLAY ON PRESCHOOL CHILDREN’S SOCIAL SKILLS DEVELOPMENT	The purpose of this study is to investigate the impact of play on preschool children’s social skills development. In addition, gender difference, age differences and differences among responsible agencies were further investigated. For quantitative study, preschool Children’s play and social skills were examined by using questionnaire survey method. In order to assess preschool children’s play behavior, the Penn Interactive Peer Play Scale (PIPPS) was used. In order to assess preschool children’s social skills, the Preschool and Kindergarten Behavior Scales-2nd edition (PKBS-2; Merrell, 2002) was used. Qualitative study was conducted by using play and social skills checklist, preschool teacher interview form and naturalistic observation. The study began with a quantitative approach as a primary method, and then a qualitative follow up study was conducted to support the quantitative results. A total of 565 children from 12 preschools and their class teachers and parents were participated as the sample in this study. By using the descriptive procedure with the data obtained from the teacher-rated and parent-rated questionnaire, play behavior of preschool children can be estimated. According to teacher rating, the mean score of play disruption is the highest and that of play disconnection is the lowest among play behaviors. A child with a high score in each subscale was considered as a child with good play behavior. According to gender, the mean value of play behavior of female preschool children was higher than that of male preschool children. By means of responsible agencies, the mean score of play behavior of children under DSW was highest and that of children under MOE was the lowest. By different age groups, the mean score of children who are over five years old was highest among other age groups. The older the children’s age, the more positive play behavior they have. Concerning with social skills development, the mean score of social cooperation is the highest and that of social interaction is the lowest among other social skills. A child with a high score in each subscale was considered as a child with good social skills. Based on gender difference, The mean value of social skills of female preschool children was higher than that of male preschool children. The mean score of social skills of children from preschool under DSW was highest and that of children from preschools under MOE was lowest. In comparing according to age groups, the mean score of children who are over five years old was highest among other age groups. The older the children’s age, the higher the social skills they have. Moreover, it can be reasonably said that according to parents and teacher rating, social skills development of preschool children were highly correlated with their play.	2020
1233	Ei Thinzar Ko	AN INVESTIGATION OF RELATIONSHIP AMONG EMOTIONAL INTELLIGENCE, PARENT ASSISTANCE AND ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS IN MAWLAMYINE TOWNSHIP	This study investigated the relationship among emotional intelligence, parent assistance and academic achievement of high school students in Mawlamyine Township. The participants ranged in age between 15 and 18 years. Quantitative approach was used in this study. Students‟ emotional intelligence was examined by using questionnaire survey method. In this study, three levels of emotional intelligence were measured with a modified Myanmar Version of Emotional Intelligence Scale (SEIRS) questionnaire developed by (Schuttle, Haggerty, Cooper, Golden & Domheim, 1998). It includes 33 items in which each item is rated with a five-point likert scale. Questionnaire for students is comprised with two sections; student‟s personal data are in section A and the items of high school students‟ emotional intelligence are in section B. Questionnaire for parents include three sections. A total number of 500 students (235 male and 265 female students) and their respective parents participated in this study. The required sample was selected by using random sampling technique. The overall results showed that most of grade ten students fell into moderate emotional intelligence level group. The results showed that the participants would be classified into three groups: low emotional intelligence group (19%), moderate emotional intelligence group (65%), and high emotional intelligence group (16%). Data analysis involved the use of confirmatory factor analyses, descriptive and inferential statistics. After conducting factor analysis, six factors: positive affect, non verbal emotions, emotional management, happy emotions, emotion others and own emotions for SEIRS was only validated. Furthermore, there were only 25 items left for emotional intelligence.	2020
1234	Kaung Myat Mon	AN INVESTIGATION INTO THE IMPACT OF PSYCHOSOCIAL FACTORS ON THE ACADEMIC ACHIEVEMENT OF GRADE NINE STUDENTS	The primary purpose of this study was to investigate the impact of psychosocial factors on the academic achievement of Grade Nine students. A total of 900 students (408 males and 492 females) from Yangon Region, Bago Region and Rakhine State participated. For quantitative study, four research instruments: Life Orientation Test Revised (LOT-R), Perceived Social Support Scale (PSS), Adolescents’ Psychosocial Functioning Inventory (APFI) and the Strengths and Difficulties Questionnaire (SDQ) were utilized. The results showed that the scores of perceived social support from friend (PSS-FR) were significantly correlated with academic achievement of students (r = .128, p < 0.01). Besides, the scores of perceived social support from family (PSS-FA) were significantly positively correlated with academic achievement of students (r = .128, p < 0.01) and the scores of adolescents’ psychosocial functioning were also significantly correlated with the academic achievement of Grade Nine students (r = .086, p < 0.05). Stepwise regression analysis also confirmed that the perceived social support from friend and family had a significant impact on the academic achievement of students. For qualitative study, the instruments were Child and Adolescent Social Support Scale (CASSS) and Coping Response Interview Form. Qualitative results confirmed that perceived social support was a significant indicator in determining the academic achievement of students. Therefore, the results of this study revealed that if the social support is higher, the academic achievement of students will be higher. In conclusion, the findings of this study will contribute to educators, principles, teachers and even parents by recognizing the importance of social support in improving the academic achievement of students.	2020
1235	Soe Soe Mar	EXPLORING KNOWLEDGE OF CRITICAL THINKING SKILLS OF PRE-SERVICE TEACHER TRAINEES AND THEIR TEACHING PERCEPTIONS	The focus of this paper is to investigate Taungoo Education College pre-service teacher trainees’ knowledge about the general concepts of critical thinking, including its skills. Moreover, this study explored their perceptions about critical thinking regarding implementation in the classrooms with a purpose of promoting teaching1 and learning process. The participants in this study were from two teacher education programmes at Taungoo Education College: 1) Certificate in Teacher Education students and 2) Diploma in Teacher Education students at Taungoo Education College. The study was conducted with 36 male trainees and 36 female trainees from each programme. Therefore, totally 72 trainees participated in this study. The quantitative method was used, employing a three-part instrument. The quantitative data was analyzed with SPSS software program (ver. 25.0), using sums, means and standard deviations of pre-service teacher trainees’ responses on the questionnaires. Two sets of questionnaire survey were used to investigate the pre-service teacher trainees’ knowledge about the general concept of critical thinking and its skills, and their teaching perceptions. The first set consists of three sections adopted from Elder et al (2007), and Al-degether (2009) whereas the second one is a 5 point Likert scale which was revised by Stedman and Adams (2012). According to the findings of the current study, pre-service teacher trainees who were enrolled at Taungoo Education College were found to have knowledge about critical thinking skills to some extent. However, the present study proved that pre-service teacher trainees held positive perceptions about the value of teaching critical thinking. The current study recommends that critical thinking skills should be emphasized in teacher education preparation programmes in order that pre-service teacher trainees themselves achieve 21st century skills and promote critical thinking in their future classrooms.	2020
1236	Tin Mar Naing	ACADEMIC MOTIVATION AND COLLEGE ADJUSTMENT OF FIRST YEAR PRE-SERVICE TEACHERS FROM EDUCATION COLLEGES	The main purpose of this study was to investigate academic motivation and college adjustment of first year pre-service teachers from selected Education Colleges. Moreover, the present study was to compare academic motivation and college adjustment of first year pre-service teachers in terms of gender and colleges. The quantitative research design and survey method were used in this study. A total of 780 first year pre-service teachers (male = 379, female = 411) were randomly chosen from four selected Education Colleges in Upper Myanmar as participants of the study. In this study, Academic Motivation Scale (AMS) consisting of 28 items (Cronbach’s alpha = 0.869) was used to measure the first year pre-service teachers’ academic motivation and Student Adaptation to College Questionnaire (SACQ) consisting of 50 items (Cronbach’s alpha = 0.818) was used to measure the college adjustment of first year pre-service teachers. The data were analyzed by using descriptive statistics, independent samples t test, One way ANOVA and Pearson Product-moment correlation. The results revealed that there were significant differences in academic motivation and college adjustment by gender and colleges. The female first year pre-service teachers were higher than the male first year pre-service teachers in both academic motivation and college adjustment. The first year pre-service teachers from Education College 2 were higher in academic motivation and college adjustment than that from other three Education Colleges. The Pearson Product-moment correlation result revealed that a positively significant relationship (r = 0.655) was found between academic motivation and college adjustment. The results of this study revealed that first year pre-service teachers who have high academic motivation may experience better college adjustment. Besides, this study suggested that instructors should assist college students to improve academic motivation for better college adjustment. So, it is vital to emphasize first year pre-service teachers’ academic motivation and college adjustment.	2020
1237	Myint Myint Po	SELF-ESTEEM AND COMMUNICATION STYLE OF GRADE 10 STUDENTS	This study attempts to assess the self-esteem and communication style of Grade 10 students. It was conducted in 2018-2019 academic year. The instruments used in the study were self-esteem questionnaires developed by Heatherton, T. F. & Polivy, J. (1991) and Norton's communication style questionnaires (1978). Pilot study was done with a sample of 100 Grade 10 students. In this study, a total sample of 827 Grade 10 students (350 males and 477 females) from Monywa Township participated. In the data analysis, descriptive statistics, independent sample t test, one-way ANOVA and Pearson chi-square test were used in this study. According to the descriptive statistics, the students in this study had the satisfactory self-esteem. According to the result of Pearson chi-square test, there was a positive association between self-esteem and communication style. So it is important to emphasize the self-esteem of students since a person with a high self-esteem may have good communication style. Good communication makes learning easier, helps students achieve goals, increase opportunities for expanded learning, strengthens the connection between students and teachers, and creates an overall positive experience. Based on the results of this study, conclusion, discussion, suggestions, and recommendation were made for the benefits of teaching and learning.	2020
1238	Myo Ko Aung	EMOTIONAL INTELLIGENCE AND SOCIAL ANXIETY OF UNDERGRADUATE STUDENTS FROM SAGAING UNIVERSITY OF EDUCATION	The main objective of this study was to study the effect of emotional intelligence on social anxiety of undergraduate students from Sagaing University of Education. Moreover, the present study was to find out the differences in emotional intelligence and social anxiety of undergraduate students among demographic characteristics (gender, subject stream and grade). The study adopted a survey research design and employed with a quantitative method. The participants in this study were 954 (male = 485, female = 469) first year, third year and final year students from Sagaing University of Education. As the instrument, the Emotional Intelligence Scale (EIS) with 60-item designed based on Singh (2004) and the Social Interaction Anxiety Scale (SIAS) with 20-item designed based on Mattick and Clarke (1995) were adapted and modified to assess the emotional intelligence and social anxiety of the students. After that, the data were analyzed by using descriptive statistics, t test and ANOVA test. The results revealed that demographic characteristic such as gender was found to have significant difference in emotional intelligence and also in social anxiety. Male students had high emotional intelligence and social anxiety than female students. But the students’ subject stream and grade were found to have no influence on their emotional intelligence. Students’ subject stream did not affect their social anxiety but there was significant difference in social anxiety by grade. Final year students experienced less social anxiety than first and third year students. Emotional intelligence and social anxiety of the students were negatively correlated (r=-0.202,p<0.01). Thus, it can be concluded that this study may assist educators in developing a better understanding of the effect of emotional intelligence on social anxiety of the students and it provides an essence that emotional intelligence can be one of the useful tools in handling social anxiety which prevent people from leading the life they want.	2020
1239	Siang Hlei Par	CRITICAL THINKING DISPOSITION AND SELF-DIRECTED LEARNING READINESS OF UNIVERSITY STUDENTS	A total of 925 third year and fourth year students from universities in Sagaing District were randomly selected in this study. Descriptive research design and survey method were used. California Critical Thinking Disposition Inventory (CCTDI) adapted by Kokdemir (2003) and Self-directed Learning Readiness Scale (SDLRS) developed by Dr. Lucy M. Guglielmino (1977) were used. It was found that there was no significant difference in total critical thinking disposition by gender, grade and university. But for subscales, male students were better in systematicity and self-confidence than female ones. In analyticity and truth-seeking, female students were better than male students. Fourth year students were found to be better in systematicity than third year students. It was also found that students in University 1 and University 5 were more open-minded and then students in University 1 were also better in analyticity than the other universities. In comparing self-directed learning readiness by gender, grade and university, significant difference was not found. The result of correlation matrix indicated that critical thinking disposition and self-directed learning readiness was significantly correlated in positive direction (r=.671, p<.01). So, critical thinking disposition is one of the important factors to improve the students’ level of self-directed learning readiness.	2020
1240	Khin Khin Kyawt	PERCEIVED PARENTING STYLES AND EMOTIONAL AND BEHAVIOURAL PROBLEMS OF GRADE 11 STUDENTS	The main purpose of this study is to investigate the relationship between perceived parenting styles and emotional and behavioral problems of Grade 11 students from Taungdwingyi Township. In this study, 736 students were randomly selected to access the perceived parenting styles and emotional and behavioral problems. The necessary data were collected through the questionnaires to find out the perceived parenting styles and emotional and behavioral problems of Grade 11 students. In this study, two questionnaires were used: Scale of Parenting Style developed by Gafoor, Kurukkan, 2014 and Strengths and Difficulties Questionnaire developed by Goodman H, Melzer Z, Bailey V (1997). Scale of parenting style questionnaire consists of 38 items and Strengths and Difficulties Questionnaire consists of 20 items. Descriptive statistics of perceived parenting styles of students showed that most of the parents preferred authoritative parenting style. The result of the Chi-square statistics also confirmed that father’s parenting style was significantly different according to father’s education, but mothers’ parenting style was not significantly different according to mother’s education and parenting styles were not significantly different according to parents occupation. Then, in conducting descriptive statistics of emotional and behavioral problems of students, the result showed that 22% of Grade 11 students suffer high level of emotional and behavioral problems. When conducting emotional and behavioral problems by gender, school location and parent’s occupation, girls were higher in it than the boys, students in rural setting were higher in it than students in urban setting and students whose mothers were merchants were higher in emotional and behavioral problems than others respectively. Finally, the result of the ANOVA revealed that there was no significantly different in emotional and behavioral problems between different parenting groups. Therefore, it was suggested that other factors that can influence on emotional and behavioral problems of Grade 11 students should also be researched.	2020

Research Publications

Myanmar Academy of Art & Science List of Research