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
1911 Ei Ei Thein Win PRE-SERVICE TEACHERS’ ATTITUDES TOWARDS LESSON STUDY AND THEIR SELF-EFFICACY The primary purpose of the study is to investigate the pre-service teachers’ attitudes towards lesson study and their self-efficacy. Teaching practice plays a crucial role in the professional development of teacher training. Therefore, lesson study is also used in implementing collaborative teams for teaching and lesson planning in teacher training programs. In this study, lesson study was used in conducting the teaching practices for pre-service teachers’ method courses training. To investigate the pre-service teachers’ attitudes towards lesson study and their self-efficacy, a sample of (111) pre-service teachers from three education colleges of Yangon Region were randomly selected. A descriptive research design was used in this study. Firstly, the three components of lesson study were practiced in pilot group. After necessary changes were made, these lesson study practices were used in the sample groups. Before the lesson study practices, sample groups were administered the self-efficacy questionnaires as a pretest. After the practices, the sample groups were administered the lesson study and self-efficacy questionnaires. The data were analyzed by descriptive statistics and paired samples t test. The result of this study showed that when the pre-service teachers were practiced by lesson study, almost pre-service teachers highly accepted the lesson study and had positive attitudes towards the lesson study. Their self-efficacy improved after the lesson study. It verified that every components of lesson study positively influenced to the pre-service teachers in teaching practices. Thus, lesson study should be integrated in teacher training programs. 2021
1912 Mya Sandi Lwin AN INVESTIGATION INTO THE DIFFICULTIES IN TEACHING BIOLOGY CONCEPTS OF SCIENCE TEACHERS AT HIGH SCHOOL LEVEL The main purpose of this study is to investigate the difficulties in teaching biology concepts of science teachers at high school level. Especially, the difficulties in terms of content, instructional resources, instructional time, teachers’ professional development, students’ attitudes, class size and classroom management, and methods of teaching were examined. Moreover, difficult content areas from Grade Ten biology textbook were also investigated. Fifty nine (59) high schools from ten townships of two districts: east and west, in Yangon Region were randomly selected. One hundred and thirty (130) biology teachers from the selected schools participated in this study. Two instruments: a questionnaire for teachers’ difficulties in teaching biology concepts by seven dimensions and observation checklist were used. According to the results from questionnaire, the difficulties of biology teachers in teaching biology concepts were presented by percentage in each dimension. According to the teachers’ responses, the biology teachers were having difficulties in all factors. The highest percentages of difficulties faced by biology teachers were due to the instructional time, instructional resources and teaching methods while the lowest percentage was ‘teachers’ professional development’. Difficult content areas that teachers mostly responded were ‘plant and animal tissues’ because of the weakness of instructional resources especially. These results showed that biology teachers are facing the mentioned difficulties to some extent in teaching biology concepts. 2021
1913 Khin Mar Soe ATTITUDE OF TEACHERS TOWARDS SOCIAL STUDIES AND STUDENTS’ ACHIEVEMENT The main purpose of this study is to explore the attitude of teachers towards social studies and students’ achievement in this subject. This focused on all Junior social studies teachers and Grade Eight students’ achievement in social studies subjects (geography and history) from selected schools in selected townships. The total of (196) participants from (24) schools in (8) townships were participated in this study. The scores in geography and history of (240) students were also collected in order to find out the relationship between teachers’ attitude towards social studies and their students’ achievement in social studies. As the research instruments, Questionnaire from Attitude of Teachers towards Social Studies in Selected Junior Secondary Schools in Benue State developed by Ngbede (1993) was used in this study. This questionnaire consists of 17 items with four-point Likert scale. According to the study, the results pointed out that 67.8% of teachers’ attitude towards social studies among selected townships was at the moderate level, 16.3% of teachers’ attitude towards social studies among selected townships was at the high level, and 15.9% of teachers’ attitude towards social studies among selected townships was at the low level. This result showed that students’ achievement in social studies from No. (1), Basic Education High School, Yankin Township, 13 Mile Tarkone (Middle Branch), Twantay Township, No. (3), Basic Education High School, No. (5), Basic Education Middle School (High Branch) and No.(10), Basic Education Middle School, Mingaladon Township was the highest as they all have the same mean score of 5.00 and that from Basic Education Middle School (High Branch), Khanaung, Dalla Township was the lowest among the selected schools in eight townships. 2021
1914 Waing Thida Maw STUDENTS’ PERSPECTIVE ON STUDENT-CENTERED LEARNING OF GRADE SIX GEOGRAPHY TEACHING The purpose of this study is to investigate the students’ perspective on student- centered learning of Grade Six Geography teaching. The design adopted in this study is a descriptive research. The participants are (458) Grade Six students from six high schools and two middle schools in Yangon Region. The instrument used for this study is a questionnaire for students. The questionnaire is based on Al-Humaidi (2015) which contains four dimensions. The questionnaire includes (40) items of four-point Likert-scale by four responses: never, rarely, often and always. A descriptive statistics is used to study the students’ perspective on student-centered learning of Grade Six Geography teaching. It was found that most of the items in each dimension are accepted by the students and teachers should empower the students when they meet the challenges in teaching learning environment. In addition, in order to face the challenges of the 21 st century, the teachers need to upgrade their quality and teaching styles. 2021
1915 Cho Thet Kyaw CHALLENGES ENCOUNTERED BY PRE-SERVICE TEACHERS DURING THEIR PRACTICUM This study aims to investigate the challenges encountered by pre-service teachers during their practicum. It consists of (139) pre-service primary teacher training (6/19, PPTT) students from education colleges of Yangon Region. Descriptive survey design was adopted in this study. Challenges questionnaire with (35) items, reliability coefficient (.756), and interview were conducted to get thoroughly understanding the situation. The findings of the study revealed that the most challenging subjects for pre-service teachers are Co-curricular activities, English and Mathematics. The challenging experiences from Yangon and other regions are almost similar and no significant difference between them. Other challenges were concerned about learning abilities of students, teach diverse students, poorly equipped library and laboratory, control in classroom management, inadequate learning period of educational studies, and need supervision and feedbacks from mentors. The following recommendations are made: further studies should be focused on the perspectives of preservice teachers towards practicum, construction of pedagogical content knowledge and professional development during practicum. 2021
1916 Nay Ni Ni Nway THE IMPACT OF CONTENT-AREA WORK STATIONS ON CRITICAL THINKING OF GRADE NINE STUDENTS The primary purpose of this study was to investigate the impact of content-area work stations on critical thinking of Grade Nine physics students. In this study, nonequivalent control group design was used. Participants in this study were Grade Nine students from four selected sample schools in Yangon Region. Firstly, the intact classes from chosen schools were selected. Then, the selected samples were formed into two groups, the experimental and control groups. Before treatments period, both groups were administered a pretest. During treatment period, the experimental groups were taught by utilizing content-area work stations while the control groups were taught with formal teaching. At the end of the treatment period, all selected students had to take a posttest. The results of this study can explore the effectiveness of content-area work stations on critical thinking of students and using contentarea work stations can be one of the innovative teaching methods in physics teaching at Basic Education High School level in Myanmar. 2021
1917 Naw Eh.Wah TEACHERS’ ATTITUDE TOWARDS NEW CURRICULUM AND THEIR PLANNING FOR TEACHING The aim of the study is to investigate the teacher’s attitude towards new curriculum and their planning for teaching. This study focused the teachers who are implementing the new primary curriculum from South District of Yangon Region. They were selected by using simple random sampling method. Descriptive survey method was used in this study. Research instrument is based on the Trainee Teacher Attitude Questionnaire developed by The University of Plymouth (2007). Total of (345) primary teachers participated in this study. According to this study, the results point out that the mean score of the attitude towards new curriculum in the teaching method strand of the primary teachers (41.26) is the highest and (37.69) of mean score in objective strand is the lowest. The results also point out that the teachers' attitude towards the planning for teaching is positively correlated with the attitude towards contents, objectives, teaching methods and assessments. 2021
1918 Wai Phyo Khaing GRADE TEN STUDENTS’ ATTITUDES AND MOTIVATION TOWARDS PHYSICS AND THEIR ACHIEVEMENT IN PHYSICS The purposes of this study are to investigate the relationship between the students’ attitudes towards Physics and achievement in Physics, the relationship between the students’ motivation towards Physics and their achievement, and to examine the relationship between students’ attitudes and motivation towards Physics. A quantitative research method was mainly used to study students’ attitudes and students’ motivation. A descriptive research design was adopted in this study that was conducted in Yangon Region. The sample schools for this study were selected randomly. Eight high schools were selected from Yangon Region. There were (435) Grade ten students participated in this study. As instruments, an attitude questionnaire, a motivational questionnaire and an achievement test were used. For the reliability of instruments, a pilot testing with (40) Grade ten students was conducted. The internal consistency (Cronbach’s Alpha) of the students’ attitude questionnaire was (0.78), that of students’ motivation questionnaire was (0.74), and that of achievement test was (0.72). In this study, the data were analyzed by using the descriptive analysis techniques and Pearson product moment correlation. The research findings revealed that there were positive correlations between students’ attitudes and their achievement in Physics (r= .607, p<.01), students’ motivation and their achievement in Physics (r=.562, p<.01), and positive correlation between students’ attitudes and motivation towards Physics (r= .744, p<.01). 2021
1919 Khaing Khaing Lwin A STUDY OF THE EFFECTS OF GUIDED DISCOVERY METHOD IN TEACHING MATHEMATICS AT THE MIDDLE SCHOOL LEVEL The major purpose of this study was to investigate the effects of guided discovery method in teaching mathematics at the middle school level. This study was conducted with quantitative research method. Quantitatively, an experimental study was used to compare the students’ mathematics achievement between the control and experimental groups. The pretest-posttest control group design was used in this study. In this experimental study, the subjects were Grade Seven students from two schools; No. (2) Basic Education High School, Mayangone and No. (2) Basic Education High School, Insein from Yangon Region. The subjects, (60) Grade Seven students, were chosen from each school. The students from each school were randomly divided into two groups: experimental and control. The subjects from the experimental group were taught by using guided discovery method. The subjects from the control group were taught by using formal teaching. Before the treatment period, a pretest was administered to measure the basic mathematical knowledge of the selected participants. After the treatment period, a posttest was administered to two groups. Independent samples “t” test was used to analyze whether there were significant differences between two groups. The results showed that the students who received a treatment by using guided discovery method demonstrated significantly better than those who received a treatment by using formal teaching. The mean score and t test at No. (2) Basic Education High School, Mayangone was (t = 8.970, df = 58, MD = 4.8, p < .001) and No. (2) Basic Education High School, Insein was (t = 10.480, df = 58, MD = 7.7, p < .001). Therefore, research findings proved that guided discovery method has positive contribution to the mathematics teaching and learning at the middle school level. 2021
1920 Aye Nyein Swe AN INVESTIGATION INTO THE EFFECTS OF ACTIVITY-BASED APPROACHES ON MATHEMATICS LEARNING AT THE MIDDLE SCHOOL LEVEL The purpose of this research was to investigate the effects of activity-based approaches on mathematics learning at the middle school level. A quantitative research study was used to compare the students who were taught by activity-based approaches and those who were taught by traditional approach. The design adopted in this study was the pretest-posttest control group design. Two sample schools, No. (2) BEMS, Dawbon and BEMS (Branch) Nyaung Thone Pin, Thanlyin were selected by using a simple random sampling method. The subjects were (60) Grade Seven students from each school. Learning materials were selected from Grade Seven Textbook: Chapters (12), (13) and (14) from Mathematics Textbook Vol-I and Chapters (5) and (6) from Mathematics Textbook Vol-II. To establish the reliability of the instrument, a pilot study was conducted with (30) Grade Seven students from No, (2) BEHS, Thingangyun. To show the internal consistency of the test, the reliability coefficient, Cronbach’s alpha, was computed. The 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 activity-based approaches demonstrated significantly better than the students who received traditional approach in Basic Education Middle School (t = 10.268, p < .001), and in Basic Education Middle School (Branch) (t = 6.831, p < .001). Research findings revealed that teaching by activity-based approaches had a positive contribution to the improvement of mathematics teaching methods. It was concluded that teaching by activity-based approaches was effective in raising the student’s mathematics achievement at the middle school level. 2021