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
1901 Thaw Zin Lin AN INVESTIGATION INTO PRINCIPALS’ LEADERSHIP SOFT SKILLS PRACTICES AMONG BASIC EDUCATION HIGH SCHOOLS The aim of the study was to study principals’ leadership soft skills practices in Basic Education High Schools of Mingalar Taung Nyunt Township, Yangon Region. Quantitative and qualitative methods were used in this study. The target population was all principals and teachers from Basic Education High Schools in Mingalar Taung Nyunt Township. Simple random sampling method was used. A total of 4 principals and 119 teachers in four High Schools were sampled. For quantitative study, questionnaires consisted of 40 items and were rated in a five point Likert Scale. For qualitative study, interview was conducted to 4 principals with 5 interview questions. Descriptive Statistics and Independent Samples t Test were used to analyze the data in this study. In studying the principals’ leadership soft skills practices, it was found that the principals have moderately high level of leadership soft skills according to teachers’ perceptions (M=3.55, SD=.27). Then, there was no significant difference of teachers’ perceptions on principals’ leadership soft skills according to principals’ personal factors as gender, services and qualifications and school related factors as school size, school grade and matriculation pass rate by the results of Independent Samples t Test. In qualitative findings, the informations from interview questions were complementary to the quantitative findings. 2021
1902 Naung Ye Zaw AN ANALYTICAL STUDY OF PARENTING KNOWLEDGE AND PRACTICES This paper intended to investigate the parenting knowledge levels of parents, to investigate the perceptions of parents on the importance of parenting practices, to investigate the performance levels of parents on parenting practices, to examine the variations of perceptions and performance on parenting practices by the parents’ personal factors, and to identify the predictors of parents’ personal factors on their parenting practices. Descriptive research design was used in this study. Both quantitative and qualitative methods were used. By using the stratified random sampling method, 420 parents were selected as sample from three strata in Yangon Region. The questionnaire, interview, and observation were used to collect the required data. The internal consistency (Cronbach’s alpha) for degree of importance was 0.93 and level of performance was 0.94. Descriptive statistics, One-way ANOVA, Item Percent Correct (IPC), and Multiple Regression Analysis were used to analyze the quantitative data. According to the overall mean value, the findings of the study revealed that parenting knowledge level of parents regarding three areas of knowledge was satisfactory (Mean=0.81, SD=0.14). All the parents perceived that the parenting practices for child physical, emotional, social and cognitive development were important and they often practiced them. Therefore, parents’ perceptions on the importance of parenting practices was satisfactory (Mean=3.23, SD=0.31) and level of performance on parenting practices was also satisfactory (Mean=3.10, SD=0.38). There were significant differences in parents’ perceptions and performance on parenting practices grouped by level of education, monthly income, strata, and parenting knowledge levels. According to the beta weight of multiple regression analysis, strata was the best predictor for parenting practices (R²=.07, F(6,413)=5.874). According to the result of qualitative study, it was found that the parents from inner and outer suburban strata had no complete basic parenting knowledge and they could not perform the parenting practices satisfactorily. 2021
1903 Myat Thandar Aye TEACHERS’ BELIEF AND TEACHING PRACTICES ON NEW CURRICULUM IN LOWER PRIMARY SCIENCE TEACHING The purpose of this study is to find out primary teachers’ belief about science teaching and learning and their teaching practices to implement the new curriculum in Dala Township and it also investigates the mediation effect of teachers’ science teaching efficacy belief on the relationship between teachers’ belief about science teaching and learning and teaching practices. One hundred and two primary teachers from the selected schools participated in this study. Simple random sampling technique was used in selecting schools and the primary teachers in the selected schools were chosen for this study. Types of teachers’ belief about science teaching and learning and teaching practices, level of science teaching efficacy belief and the relationship between belief and practices were explored. Quantitative method was applied in this study. Questionnaire included four parts; demographic items, belief about science teaching and learning items, science teaching efficacy belief items and teaching practices items. The reliability coefficient (the Cronbach’s alpha) of the questionnaire was 0.82. Descriptive statistics, Pearson correlation and mediation analysis were conducted for the analysis of quantitative data. A majority of teachers demonstrated constructivist belief to implement new curriculum. Teachers had moderately high level of science teaching efficacy belief and they strongly believed that they had the capability to implement the new science curriculum. However, they demonstrated moderately low level of efficacy in taking responsibility of the outcomes. A vast majority of the teachers use teaching practices in line with the reforms. Although teachers in this study were familiar with the types of methods that are currently advocated by the New Curriculum reform, there were many contextual factors leading to dissimilarity between belief and practices. According to the findings, teachers should be provided with more resources and effective professional development programs that will reconcile teachers’ beliefs with the goals of the new science curriculum. 2021
1904 Tin Nilar Aye TEACHERS' INFORMAL MENTORING ON ENGAGEMENT OF ATRISK STUDENTS The main purpose of the study was to study teachers' informal mentoring on engagement of at-risk students in Hlaing Township, Yangon Region. Quantitative method and qualitative methods were used in this study. The questionnaire included two parts; at-risk students’ perception on teachers' informal mentoring and their engagement. Teachers' informal mentoring portion was modified by the researcher under the guidance of supervisor, and at-risk students' engagement portion was based on Student Engagement Instrument (SEI) and refined under the guidance of supervisor. The reliability coefficients (the Cronbach’s alpha) were 0.92 for teachers' informal mentoring and 0.89 for at-risk students' engagement. One hundred and ninety-four Grade 9 students from Basic Education High Schools in Hlaing Township participated in the study. Descriptive statistics and one-way ANNOVA and interviews were used in exploring the levels of students’ perceptions on teachers' informal mentoring and engagement of at-risk students. The teachers in Hlaing Township often performed their mentoring on at-risk students. Therefore, their students' engagement is moderately high. After that, in comparing the students who receive teachers' informal mentoring and those who are not receiving, the students who receive teachers' informal mentoring is higher engaged in their learning than those who are not receiving. In qualitative findings, the information from interview questions were complementary to the quantitative findings. Therefore, educators and education policy makers should consider the findings of the research work in improving teachers' informal mentoring and students' engagement. 2021
1905 Mai Leine Htung A STUDY OF THE STUDENTS’ ATTITUDES TOWARDS COOPERATIVE LEARNING IN SCIENCE AT YANGON UNIVERSITY OF EDUCATION The main purpose of this study was to study the students' attitudes towards cooperative learning in science at Yangon University of Education. Quantitative and qualitative research methods were used to study students' attitudes towards cooperative learning in science at Yangon University of Education. In this study, purposive sampling was used. The participants in this study were (217) fifth year (first semester) students (68 male students and 149 female students) who specialize in science within the (2018-2019) academic year. As a research instrument, "Attitudes towards cooperative learning" questionnaire was used to study the students’ attitudes towards cooperative learning. The instrument was based on Borich (1996) components of a cooperative learning activity. Students’ attitudes towards cooperative learning questionnaire included (40) items on five-point Likert-scale described by five responses: strongly agree, agree, undecided, disagree and strongly disagree. Descriptive and inferential statistics were employed for the analysis of the quantitative data. This study indicated that there was no significant difference between the attitudes of students towards cooperative learning in science in terms of gender. There was also no significant difference between the attitudes of students towards cooperative learning in science in terms of state (or) region. It can be concluded that no difference between boys and girls on grades according to the questionnaire. There was also no difference between state (or) region according to the questionnaire. 2021
1906 Moe Moe Aye AN ANALYTICAL STUDY ON INDIVIDUAL-LEVEL DETERMINANTS OF TEACHERS’ ORGANIZATIONAL CITIZENSHIP BEHAVIOUR This paper intended to study the levels of individual-level determinants and the levels of teachers’ organizational citizenship behaviour, to investigate the variations of individual-level determinants and teachers’ organizational citizenship behaviour in terms of their personal factors, to study the relationship between individual-level determinants and teachers’ organizational citizenship behaviour, and to reveal the best predictor of teachers’ organizational citizenship behaviour. Both quantitative and qualitative methods were conducted. For quantitative study, questionnaires for individual-level determinants and teachers’ organizational citizenship behaviour for high school teachers were used. A total of 756 teachers (252 primary teachers, 252 junior teachers and 252 senior teachers) from fourteen townships in Ayeyarwady Region were selected by using equal stratified random sampling method. Interview form and observation checklist were used for qualitative study. The internal consistency (Cronbach’s alpha) for individual-level determinants, and teachers’ organizational citizenship behaviour were 0.94 and 0.95 respectively. Descriptive statistics, independent sample t test, One-Way ANOVA, Pearson product moment correlation, and multiple regression analysis were used to analyze the data in the study. Individual-level determinant especially in job satisfaction varies depending on teachers’ personal factors such as qualification and professional qualification. Moreover, teachers’ organizational citizenship behaviour varies in terms of their personal factors such as qualification and professional qualification. There was an association between individual-level determinants and teachers’ organizational citizenship behaviour (r=.42, p<.01). Teachers’ self-efficacy was the best predictor of teachers’ organizational citizenship behaviour (R 2=.17, F (4,751) =41.14). The qualitative result also revealed that individual-level determinants had an influence on teaches’ organizational citizenship behaviour. 2021
1907 Thura Aung A STUDY OF TEACHER'S STRESS MANAGEMENT STRATEGIES This study aims to study the teachers’ stress management strategies in Basic Education High Schools, Hlaing Thar Yar Township, Yangon Region. The participants were 222 teachers in 8 Basic Education High Schools in Hlaing Thar Yar Township, Yangon Region during the 2019-2020 academic year. Quantitative and qualitative methods were used. Questionnaire were developed and based on Fimian's Teacher Stress Inventory (TSI), Robbins' Potential Sources of Stress and Ugwuja, U's Different Stress Management Strategies. To collect data for teachers’ stress management strategies, questionnaire and open-ended and interview questions were applied in this study. Questionnaire consists of four parts: part A (teachers’ demographic information), part B (stress items by teachers’ personal distress), part C (items for sources of teachers’ stress) and part D (items for teachers’ stress management strategies). The internal consistency of Teachers’ Stress Management Strategies was 0.94. Descriptive statistics, Independent Samples t Test, One-way ANOVA were used for data analysis. According to quantitative findings, teachers sometimes occur the feeling of little time to relax by their personal distress. Teachers agree environmental, organizational and personal factors as sources of their stress. Among them, organizational factors can cause mostly the teachers' stress. Teachers agree that they use Job related, Personal Characteristics and Interpersonal Stress Management Strategies when they feel stress. Among them, teachers mostly preferred Interpersonal Stress Management Strategies to relieve from stress. There were no significant differences in preferring stress management strategies among schools, between gender and position. There were significant differences in Job Related stress management strategies between qualification, in Personal Characteristics Stress Management Strategies between total service years and in Personal Characteristics and Interpersonal Stress Management Strategies between teachers' marital status. 2021
1908 Moh Khet Khet Oo AN INVESTIGATION INTO THE IMPACT OF BIOLOGICAL SCIENCE INQUIRY MODEL ON STUDENTS’ UNDERSTANDING OF BIOLOGICAL CONCEPTS* The main purpose of this study is to investigate the applicability of Biological Science Inquiry Model (BSIM) in teaching high school biology in Myanmar. This study was conducted in four basic education high schools from Yangon Region. Simple random sampling method was used. From each school, two groups of students from Grade Ten were randomly selected as participants. The instruments were pretest, posttest, lesson plans, materials and questionnaires. The research design was nonequivalent control group design. The research findings include three main parts. Firstly, the experimental groups who received BSIM were significantly higher than the control groups who did not. Secondly, the stronger the attitudes towards BSIM were established, the higher the biology achievement. Thirdly, the best predicting factor was interest; the second predictor was appreciation and the third predictor was value towards BSIM. Therefore, BSIM contributed a positive impact on teaching high school biology. The research findings suggested that BSIM should be used in teaching and learning high school biology in Myanmar. 2021
1909 Khin Kyay Mhon THE EFFECTIVENESS OF INFORMATION PROCESSING MODEL OF TEACHING IN DEVELOPING CERTAIN CONCEPTS IN CHEMISTRY AT THE HIGH SCHOOL LEVEL The main purpose of the present study is to study the effectiveness of information processing model on students’ achievement in Grade Ten Chemistry. The posttest only control group design was used for this study. Two sample schools in Yangon Region were selected by random sampling method. The participants in this study were (120) Grade Ten Chemistry students from two selected schools, and they were randomly selected. The experimental group was taught by information processing model. The instruments used in this study were posttest and attitude survey questionnaire. Learning materials were selected from Chapter (12), Hydrogen and Chapter (13), Water from Grade Ten Chemistry Textbook. The experimental group was taken about four weeks (20 days). Independent samples ‘t’ test was used to test the hypotheses of this study. Examination of means and ‘t’ test indicated that the experimental group achieved significantly higher than the control group at the knowledge, comprehension, application, and higher level of posttest questions. The qualitative data also supported the findings from the experimental groups from selected school were given a questionnaire. It consists of (20) items five-point Likert-scale. The result showed that the students expressed their willingness to learn in information processing model and they had positive attitudes towards information processing model and learning chemistry. So, it can be verified that information processing model brings positive effects on students’ achievement in Grade (10) Chemistry. 2021
1910 Yu Mon Zaw THE EFFECTIVENESS OF INQUIRY TRAINING MODEL ON THE SCIENCE ACHIEVEMENT OF STUDENTS AT THE MIDDLE SCHOOL LEVEL The main purpose of this study is to investigate the effectiveness of Inquiry Training Model on the science achievement of students at the middle school level. Quantitative study was used to compare the science achievement of students who received instruction with Inquiry Training Model with those who did not receive. The design adopted for quantitative study was the posttest only control group design. Two sample schools were randomly selected from four districts in Yangon Region. The research was carried out with (60) students from No. (1), Basic Education High School, Hlaing and (60) students from No. (2), Basic Education High School, Insein by using simple random sampling method. The students from each school were divided into two groups: experimental and control groups. The experimental group was treated with Inquiry Training Model and the control group was treated with formal instruction. After that, a posttest was administered to two groups. An attitude questionnaire was also used to obtain the descriptive data. The independent samples t-test was used to analyze whether there was a significant difference between these two groups. Findings indicated that the students who treated with Inquiry Training Model were significantly better than those who treated with formal instruction in BEHS, Hlaing (t = 9.03, df = 58, MD = 4.80, ***p < .001) and in BHES, Insein (t = 8.66, df = 58, MD = 6.37, ***p < .001) and also had positive attitudes towards the science learning. Thus, Inquiry Training Model was effective in raising students’ science achievement and had a positive impact on the quality of the students’ learning process. These findings pointed out that Inquiry Training Model had positively contributed to students’ academic achievement at the middle school level. 2021