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
1341 Phuu Ei Kyaw AN EXPERIMENTAL STUDY OF THE USE OF COMMUNICATIVE APPROACH IN DEVELOPING THE LISTENING SKILL OF HIGH SCHOOL STUDENTS The main purpose of this study was to study the effect of communicative approach in developing the listening skill of high school students. The design adopted in this study was a quasi-experimental design, viz. non-equivalent control group design. The subjects were 61 Grade Ten students from No. (14) Basic Education High School and 104 Grade Ten students from No.(16) Basic Education High School, Chan Aye Tharsan Township, Mandalay. The instruments for this study were a pretest, teaching materials, lesson plans and a posttest. The subjects were pretested before the treatment. The experimental groups were taught through communicative approach whereas the control groups were not taught using this approach. After five weeks’ treatment, a posttest was administered to examine whether there was a positive effect of communicative approach on the students’ listening skill. In order to satisfy the research questions, the obtaining data were analyzed by using the independent samples t test and analysis of covariance (ANCOVA) to compare the listening achievement of the students between the experimental and control groups. The findings showed that there was a significant difference between the experimental and control groups for the scores on listening achievement test in HS 14 (p = .008) and HS 16 (p = .000) at the levels of p < .01 and p < .001 respectively. The result of this study, therefore, indicated that communicative approach has positive effect on developing the listening skill of high school students. 2020
1342 Phyo Naung Naung A STUDY OF THE FACTORS INFLUENCING STUDENTS’ PARTICIPATION A STUDY OF THE FACTORS INFLUENCING STUDENTS’ PARTICIPATION A STUDY OF THE FACTORS INFLUENCING STUDENTS’ PARTICIPATION A STUDY OF THE FACTORS The main aim of this research is to investigate the factors influencing students’ participation in co-curricular activities at the Middle School Level. This study sought four possible factors influencing students’ participation in co-curricular activities such as the roles of teachers, infrastructures, funding and parental involvement. Descriptive survey design was used and the respondents included (13) principals, (42) co-curricular teachers and (471) middle school students from (13) schools within Kyauktaga Township of Bago Region. (526) respondents were selected by using stratified sampling and simple random sampling methods. Data was collected by using attitude questionnaires for three different types of respondents and a set of participation questionnaire for students only. So, students are asked by two questionnaires. Principals and teachers’ attitude questionnaires consist of (10) items for each factor. Students’ attitude questionnaire contains (6) items for each factor. Students’ participation questionnaires contain (10) Likert-type items. Moreover, researcher conducted interview with (13) principals to enhance the credibility of current research findings. All questionnaires are self-structured. Data analysis included both quantitative and qualitative methodologies. The quantitative results indicated that these four factors have significant and positive relationship towards students’ participation in co-curricular activities (the role of teacher r(471) = .407***, p< .001, infrastructures r (471) = .310***, p< .001, funding r(471) = .199***, p< .001 and parental involvement r(471) = .292***, p< .001). Teachers’ role factors is the most influent factor among them and 22% of the combination of four predictor variables can be predicted from the influencing factors. It can be concluded that these factors are necessary to become more participation of students in co-curricular activities at the middle school level. 2020
1343 Win Win Maw A STUDY OF THE RELATIONSHIP BETWEEN THE MIDDLE SCHOOL STUDENTS’ MATHEMATICS-RELATED BELIEF SYSTEMS AND THEIR PROBLEM SOLVING ABILITY The main purpose of this research is to study the relationship between the middle school students’ mathematics-related belief systems and their problem solving ability. A quantitative research method and descriptive research design were used to study students’ mathematics-related belief systems and their problem solving ability. This study was conducted in Yangon Region. The sample schools for this study were randomly selected. Two high schools and one middle school were selected from each district, Yangon Region. Therefore, eight high schools and four middle schools were included in this study. The (600) Grade Eight students were participated in this study. A Mathematics-Related Beliefs Questionnaire (MRBQ) and a problem solving ability test were used as instruments. To measure the reliability of the instrument, a pilot test was conducted to (50) Grade Eight students. The internal consistency (Cronbach’s Alpha) of the students’ Mathematics-Related Beliefs Questionnaire (MRBQ) was (.736) and students’ problem solving ability test was (.733). This means that these instruments have the reliability. The copies of modified instrument were distributed to all the participants of the twelve selected schools with the help of the headmaster/headmistress and teachers from those schools. The data were analyzed by using the descriptive analysis techniques and Person product moment correlation in this study. The research finding revealed that there were positively moderate relationships between the students’ beliefs about mathematics education and their problem solving ability (r = .615, p < .01), the students’ beliefs about the self and their problem solving ability (r = .635, p < .01), the students’ beliefs about the social context and their problem solving ability (r = .606, p < .01). Furthermore, the relationship between the students’ mathematics-related belief systems and their problem solving ability was positively high relationship (r = .790, p < .01). Findings pointed out that the students’ mathematics-related belief systems influence on the students’ problem solving ability, so there is a relationship between students’ mathematics-related belief systems and their problem solving ability. 2020
1344 Khin Ma Lay ????????????????????????????? ?????????? ?????????????????? ?????????????? ???????????????????? ????? ???????????????????? ?????????????? ???????????????????????? ???????? ??????? ???????????? ??????????????????????? ????????????????????????? ???????? ????????????? ?????????? ?????????? ???????????????? ???????????????? ???? ?????? (????) ????????????? ????????????? ????????????????????? ???????????????? ??????? ????????????????????????? ????????????????? ??????????????????? ?????????? ? ???????? ????????? ???????????????? ????????????????????? ??????????? ?????????????? ???????????????????? ????????????????????????? ???????????????? ???????? ??????????? ????????????????? ?????????????????? ?????????????? ?????????? ???? ???????????????????????????? ?????????????????????????????? ??????? ????????? ???????? ??????????????????? ?????????????????????????????? 2020
1345 Tin Oo ??????????????????????? ???????????????? ????????????????? ????????????????????? ???????????????? ?????????? ????????????????????? ???????????????????????? ???????????????? ???????? ????????????????? ???????????????????????????? ?????????????????? ??????? ?????? ?????????? ???????????????????? ??????? ?????????????????? ????????????????????????? ??????????? ??????????? ????????????????????? ???????????? ?????????????????? ??????????????? ????????????? ????????????????? ???????????? ?????????? ???????????????? ?????? 2020
1346 Pa Pa Win ?????????? ?????????????????????????????? ??????????? ???????????????? ?????????????? ?????????????? ??????????????? ?????????????? ?????? ????????????? ???????????????????? ???????????????? ???????????????????? ???? ?????????????????? ???????????????????????? ??????????????? ??????????? ?????????? ?????????????????? ??????????????????? ??????????? ??????????????? ??????????? ??????????????????????? ??????????????? ?????????????? ??????????????????????? ??????????? ????????????????????? 2020
1347 Malar Oo ??????????? ??????????????? ??????????????? ???????????? ????????????????? ??????????????? ??????????????????? ??????? ?????? ?????????????????????????????? ??????????????????? ?????????????? ??????????? ???? ??????????????????????? ???????????? ???????????? ??????????? ???????????????????? ?????????? ????????????? ??????????????????????????????????? ??????????? ???????????? ?????????????? ??????????????? ????????????????????????? ??????????????? ???? ??????????? ?????????????????????? ???????????????? ??????????????? ??????? ???????????????????? ???????????????? ???????????????????????????????????????????? 2020
1348 Zin Zin Oo ?????????????????????????????????????????? ??????????????????? ??????????? ???????????????????????????? ????????????????????? ????????????? ?????? ?????????????????? ????????? ?????????????????????????????????? ??? ??????????????? ?????? ?????????????? ??????????? ???????????? ????????????? ????? ????????????????? ?????????????????????? 2020
1349 Than Than Oo ??????????????????????????? ?????????????????????? ???????????????????????????? ??????????????????????? ?????? ????????????????????? ???????????? ????????????????????????????? ??????????????????? ????????????? ??????????????????????? ?????????????????????????????? ???????? ??????????????????????? ???????????? ??????????????????? ???????????????????????????? ?????????????? ???????????????????????? ??????????????????????????????? ?????????????? ?????? ?????????????????????? ????????? ??????????????????? ??????????? ???????? ???? ????????????????????? ?????????? ?????????? ??????????? ??????????????????? ?????????????????? ???????????????????????? ????????????????? ??????????????????????? ????????? ????????????? ?????????????????? ?????????????? ??????????????? ??????????????? ????????????? ?????????? 2020
1350 Myo Marlar ??????????????????? ?????????????? ?????????? ???????????????????????????? ??????????????? ????????????? ???????? ??????????????????????????? ??????????? ???????????? ??????????????????? ???????? ????????????? ?????????????? ?????????????????????? ????????????? ????????? ????????????????????? ???????????????????? ?????????? ??????? ?????????? ????(?)??????? ?????????? ????????????????????????? ?????????????????? ?????????? 2020