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
1321 Htet Htet Aung THE EFFECTS OF INSTRUCTIONAL AIDS ON THE SCIENCE ACHIEVEMENT OF MIDDLE SCHOOL LEVEL STUDENTS The major purpose of this research was to study the effects of Instructional aids on the science achievement of middle school level students. This study was conducted with both quantitative and descriptive research methods. For quantitative research, an experimental study was used to investigate the effects of instructional aids. In this experimental study, the subjects were Grade Seven students selected from BEHS-B Kyauk Chet and No (1) BEHS Pyinmana. The experimental designed adopted in this study was a true experimental design, namely, posttest only control group design. For this study, (120) Grade Seven students were selected from both schools by random sampling method. These students were divided into two groups: experimental and control group. The experimental group was taught by using instructional aids and the control group was taught as formal instruction. After that, a posttest was administered to two groups. Independent samples t-test was used to test whether there was significant difference between these two groups. Examination of the means and t-test at BEHS-B Kyauk Chet (t=13.85, df = 58, MD=16.84, p < .001) and No (1) BEHS Pyinmana (t=7.47, df=58, MD=11.37, p < .001) indicated that students who were taught by using instructional aids demonstrated significantly better than those who were taught as formal instruction. The descriptive data also supported the findings from the experimentation. For this research study, students from the experimental group from two selected schools were given a questionnaire. It consists of (16) items five-point Likert-scale. The results showed that the students expressed their willingness to learn science by using instructional aids and they had positive attitudes towards instruction by using instructional aids. Research findings proved that the use of instructional aids has positive contribution to the science teaching at the middle school level. 2020
1322 Su Hlaing Hnin THE EFFECTS OF CONCEPT-BASED TEACHING ON STUDENTS’ ACHIEVEMENT IN SCIENCE AT THE MIDDLE SCHOOL LEVEL The major purpose of this research was to study the effects of concept-based teaching on students’ achievement in science at the middle school level. Concept-based teaching is defined as a student-centered learning environment that fosters the development of reasoning skills using concepts. The experimental designed adopted in this study was a true experimental design, namely, posttest only control group design. For this study, an experimental study was used to investigate the effects of concept-based teaching. In this experimental study, the subjects were Grade seven students selected from No (1) BEHS Insein and No (2) BEHS Mayangone. For this study, (120) Grade Seven students were selected from both schools by random sampling method. These students were divided into two groups: control and experimental. The experimental group was treated with concept-based teaching and the control group was taught as formal instruction. After that, a posttest was administered to two groups. Independent samples t-test was used to test whether there was a significant difference between these two groups. Examination of the means and t-test at No (1) BEHS Insein (t=12.19, df = 58, MD=14.90, ***p<.001) and No (2) BEHS Mayangone (t=13.08, df=58, MD=4.90, ***p<.001) indicated that students who were taught by concept-based teaching demonstrated significantly better than those who were taught as formal instruction. In this study, (15) items questionnaires were used to observe the students’ attitudes towards general science learning through concept-based teaching. The results showed that the students expressed their willingness to learn in concept-based teaching and they had positive attitudes towards this concept-based teaching. Research findings proved that concept-based teaching has positive contribution to the science teaching at the middle school level. 2020
1323 Than Zaw Hlaing A STUDY OF MIDDLE SCHOOL STUDENTS’ MATHEMATICAL PROFICIENCY IN THE MATHEMATICS CLASSROOM This study investigated middle school students’ mathematical proficiency in the mathematics classroom featured in conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and productive disposition among six hundred Grade (8) students in Yangon Region. A descriptive research design was adopted and two types of instruments: a mathematical proficiency test reflected in former four strands and a productive disposition questionnaire towards mathematics were employed. The internal consistency reliability coefficient for the test was (.714) and that for questionnaire was (.704). The collected data were analyzed using descriptive statistics of frequency, percentage, mean, and standard deviation and inferential statistics of Pearson product-moment correlation. Research findings revealed that most of the students had moderate level of mathematical proficiency. Moreover, the results showed that students’ procedural fluency was the highest and strategic competence was the lowest among the former four strands. There was a significant positive relationship among five strands of mathematical proficiency. Grounded on this baseline study, it was thus, suggested that first, a nationwide survey on mathematical proficiency at all grades should be conducted and then, intervention program should be mapped out to cater students’ current level. 2020
1324 Naing Naing Thein UNIVERSITY OF EDUCATION STUDENT TEACHERS’ GENDER AWARENESS AND ATTITUDE TOWARDS GENDER EQUALITY This study intends to investigate University of Education student teachers’ gender awareness and attitude towards gender equality and compare postgraduate and undergraduate student teachers’ gender awareness and attitude. Two hundred and twenty postgraduate student teachers and two hundred and forty undergraduate student teachers from Yangon University of Education and Sagaing University of Education were involved as participants. A descriptive research design was adopted for this study. A survey questionnaire was used to investigate student teachers’ gender awareness of personality related behaviors and job related behaviors, and attitudes towards gender equality, and open-ended items oriented to reveal student teachers’ expectations and attitudes in terms of treating the issue of gender equality. The reliability of instrument was calculated through pilot testing with (30) student teachers. The internal consistency (Cronbach’s Alpha) of the questionnaire was (.749). Moreover, the collected quantitative data were analyzed by using descriptive statistics of frequency and percentage, and inferential statistics of independent samples ‘t’ test. The qualitative data were interpreted by categorizing the common points. Quantitative findings revealed that 70% of postgraduate student teachers and 45% of undergraduate student teachers have gender awareness of personality related behaviors and 56% of postgraduate student teachers and 49% of undergraduate student teachers have gender awareness of job related behaviors. The family or environment of postgraduate student teachers (78%) and undergraduate student teachers (74%) have the attitude towards gender equality. Further, the findings indicated that all student teachers accepted in union that all males and females should have equal right in gender. 2020
1325 Yu Zar Ni Zaw THE EFFECT OF MASTERY LEARNING STRATEGY ON STUDENTS’ MATHEMATICS ACHIEVEMENT AT THE MIDDLE SCHOOL LEVEL The main purpose of the study was to study the effect of mastery learning strategy on students’ mathematics achievement at the middle school level. Mixed-method, QUAN-Qual model was used to investigate the effect of mastery learning strategy. For quantitative research method, an experimental study was carried out to compare the students’ achievement between experimental and control group. The design used in the study was one of the true experimental designs, viz, posttest only control group design. The instrument used in the study was a posttest. Two sample schools, No. (4) BEHS Kamayut and No. (2) BEMS Yankin were selected by a simple random sampling method. The subjects were (60) Grade Eight students from each school. There were two experimental groups and two control groups. The students from experimental groups were taught by using mastery learning strategy and the students from control groups were taught by using formal instruction. After the treatment, the posttest was administered to two groups. The independent samples t-test was used to compare the differences between two groups. The results showed that there were significant differences between two groups in No. (4) BEHS Kamayut (t = 3.02, p < .01) and No. (2) BEMS Yankin (t = 4.72, p < .001). For qualitative research method, the students in the experimental groups from two selected schools were given a questionnaire. The questionnaire consists of 18 items. 15 items of these are coded with five-point Likert-scale and 3 items are open-ended questions. The results showed that the students had positive attitude towards learning, retention of learned materials and involvement in instructional activities. Thus mastery learning strategy had positively contributed to the improvement of mathematics teaching and learning at the middle school level. 2020
1326 May Di San THE EFFECT OF VAN HIELE’S INSTRUCTIONAL MODEL ON STUDENTS’ ACHIEVEMENTIN GEOMETRY The main purpose of this study was to study the effect of van Hiele’s instructional model on students’ achievement in geometry. This study was conducted with both quantitative and qualitative research methods. For quantitative research, an experimental study was used to study the effect of van Hiele’s instructional model. In this experimental study, the subjects were Grade seven students selected from No. (7), BEMS, Hlaing and No. (9), BEMS, Insein. The experimental designed adopted in this study was a true experimental design, namely, posttest only control group design. For this study, (60) Grade Seven students from No. (7), BEMS, Hlaing and (62) Grade Seven students from No. (9), BEMS, Insein were selected by random sampling method. These students were divided into two groups: control and experimental. The experimental group was treated with van Hiele’s instructional model and the control group was taught with formal instruction. After that, a posttest was administered to two groups. Independent samples t-test was used to compare the differences between the two groups. The results showed that the students who received a treatment by van Hiele’s instructional model demonstrated significantly better than those who received by formal instruction in No. (7), BEMS, Hlaing (t = 12.776, p < .001) and in No. (9), BEMS, Insein (t= 11.778, p < .001). The qualitative data also supported the findings from the experimentation. For this research study, students of the experimental groups were given a questionnaire. It consists of (15) items five-point Likert-scale and (3) open ended questions. The results showed that the students expressed their willingness to learn in van Hiele’s instructional model and they had positive attitudes towards van Hiele’s instructional model. Research findings proved that van Hiele’s instructional model has positive contribution to the geometry teaching at the middle school level. 2020
1327 Thida Wai AN INVESTIGATION INTO THE EFFECTIVENESS OF DISCOVERY LEARNING IN TEACHING LOWER SECONDARY SCIENCE The major purpose of this study is to investigate the effectiveness of discovery learning in teaching lower secondary science. The study was conducted with both quantitative and qualitative research methods. Firstly, a descriptive study was made to explore whether there is a link between the junior assistant science teachers? teaching-learning activities and the six stages of discovery learning cycle. The subjects for this study were selected from the Yangon City Development Area by using a stratified random sampling method. A total of (198) junior assistant science teachers from (36) schools were selected for the study. According to the results, the activities of the junior assistant science teachers are strongly linked with the engagement and readiness stage, but weakly linked with the exploration and discovery stage of the discovery learning cycle. Secondly, an experimental study was used to investigate the effectiveness of discovery learning. In this experimental study, the subjects were Grade Six students selected from the schools where there have moderate teachers' teaching-learning activities on discovery learning in each strata. The experimental design adopted in this study was one of the quasi-experimental designs, namely, nonequivalent control group design. The experimental group was treated with discovery learning and the control group was taught by using teacher-centered method. After that, a posttest was administered to two groups. Independent samples t-test was used to test whether there were significant differences between the two groups. Findings indicated that those who received a treatment by using discovery learning demonstrated significantly better than those who do not received it. Findings proved that discovery learning has positive contribution to the science teaching at the middle school level and could encourage the improvement of students? higher order thinking skills. 2020
1328 Swe Zin Thant THE EFFECTIVENESS OF ADVANCE ORGANIZER MODEL ON STUDENTS? SCIENCE ACHIEVEMENT AT THE MIDDLE SCHOOL LEVEL The major purpose of this research was to study effectiveness of Advance Organizer Model on students? science achievement at the middle school level. This study was conducted with both quantitative and qualitative research methods. For quantitative research, an experimental study was used to study effectiveness of Advance Organizer Model. In this experimental study, the subjects were Grade Eight students selected from No (1) BEHS Latha and No (4) BEHS Pazundaung. The experimental designed adopted in this study was a true experimental design, namely, posttest only control group design. For this study, (120) Grade Eight students were selected from both schools by random sampling method. These students were divided into two groups: control and experimental. The experimental group was treated with Advance Organizer Model and the control group was taught with formal instruction. After that, a posttest was administered to two groups. Independent samples t-test was used to test whether there was significant difference between these two groups. Examination of the means and t-test at No (1) BEHS Latha (t=11.99, df =58, MD=7.94, p=.000) and No (4) BEHS Pazundaung (t=13.90, df=58, MD=8.30, p=.000) indicated that students who were taught by Advance Organizer Model demonstrated significantly better than those who were taught with formal instruction. The qualitative data also supported the findings from the experimentation. For this research study, students from the experimental group from two selected schools were given a questionnaire. The results showed that the students expressed their willingness to learn in Advance Organizer Model and they had positive attitudes towards this Advance Organizer Model. Research findings proved that Advance Organizer Model has positive contribution to the science teaching at the middle school level. 2020
1329 Phyo Khin Khin A STUDY OF THE RELATIONSHIP BETWEEN STUDENTS’ SPATIAL ABILITY AND THEIR GEOMETRICAL PERFORMANCE IN MATHEMATICS AT THE MIDDLE SCHOOL LEVEL The main purpose of this research is to study the correlation between students’ spatial ability and their geometrical performance in mathematics at the middle school level. Especially, this study aims to study students’ spatial ability in terms of visualization, spatial relation, closure speed, flexibility of closure and perceptual speed. A descriptive research design was used for this study. Four townships were randomly selected from four districts in Yangon Region. Two high schools were chosen in each township. A total of eight basic education high schools were included in this study. The participants in this study were (600) Grade Seven students. As the research instruments, a test for spatial ability and a test for geometrical performance test were used. To obtain the reliability of these instruments, a pilot test was administered. The internal consistency (Cronbach’s Alpha) of the test for students’ spatial ability was (.682) and the test for students’ geometrical performance was (.625). In order to address the research questions, a descriptive statistics (percentage) and Pearson product-moment correlation were used. The percentage of low, moderate and high levels of students’ spatial ability were 12.67% (N=76), 75% (N=450) and 12.33% (N=74) respectively. The percentage of low, moderate and high levels of students’ geometrical performance were 7% (N=42), 84.17% (N=505) and 8.83% (N=53) respectively. So, the students’ spatial ability and geometrical performance were found the highest in moderate level. According to the Pearson product-moment correlation result, there was a positive correlation between students’ spatial ability and their geometrical performance (r = .685, p < .01). This means that a high level of students’ spatial ability will bring about a high level of their geometrical performance in mathematics. 2020
1330 San San Myint AN EXPLORATION OF INFLUENCING FACTORS ON TEACHER TRAINING PROGRAMMES IN EDUCATION COLLEGES The main purpose of this study is to study the exploration of influencing factors on teacher training programmes in education colleges. The three factors such as social factors, technical factors and managerial factors are examined to know what extent they effect, which are the highest and lowest influence and the interrelationships among them for the improvement of quality transformation in education colleges. A quantitative research method and descriptive research design were used in this study. This study was conducted in fourteen education colleges. The samples education colleges for this study were randomly selected. The (561) teacher educators were administered to obtain the required data. A Questionnaire was used as instruments. To measure the reliability of the instrument, a pilot test was conducted to (66) teacher educators from two education colleges. The internal consistency (Cronbach’s Alpha) of Questionnaire was (.844). The data were analyzed by using the descriptive analysis techniques and Pearson product moment correlation. The research findings revealed that the influencing level of social factors had the (71%), the technical factors had the (69%) and the managerial factors had the (72%). It showed that these factors were moderately influenced on the pre-service teacher training programmes. Among the three factors, the social factors have greater average means (82.27) than the technical factors (72.40) and the managerial factors (72.46). The relationship between social factors and technical factors was r (12)=.435, p< .01, between social factors and managerial factors was r (12)= .454, p< .01 and between the technical factors and managerial factors was r (12)= .734, p< .01. They were significant positively relationships. 2020