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
1931 Wai Wai Myint THE EFFECTIVENESS OF GROUP INVESTIGATION LEARNING MODEL IN TEACHING CHEMISTRY AT THE HIGH SCHOOL LEVEL The purpose of this study was to investigate the effectiveness of group investigation learning model in teaching chemistry at the high school level. The design of this study was one of the quasi-experimental designs, nonequivalent control group design. The instruments used in this study were lesson plans, a pretest and a posttest. Two basic education high schools were randomly selected from Taungdwingyi Township, Magway Region. One hundred and sixty Grade Ten students from two selected schools were involved in this study, divided into experimental and control groups. At the start of the study, all the students had to take a pretest before treatment. Then, the experimental group students were taught with group investigation learning model and control group students were taught with conventional teaching methods. After the treatment, a posttest was administered to both groups. To analyze whether there was a significant difference between the two groups, independent samples t test was used. Findings of the study showed that students who were taught by using group investigation learning model achieved significantly higher in the posttest than those who were not for both schools. There were also significant differences between the two groups in remember, understand and apply level of Bloom’s cognitive levels of educational objectives. Therefore, the results indicated that group investigation learning model had a positive contribution to students’ posttest achievement. So, group investigation learning model should be used to attain students’ achievement in learning chemistry. The contribution of the research is to give the teacher a real exemplar of group investigation learning model. 2021
1932 Kyaw Min Latt AN INVESTIGATION INTO PERCEPTIONS OF ENGLISH LANGUAGE LEARNING AMONG HIGH SCHOOL STUDENTS The current study aims to investigate perceptions of English language learning among high school students. This study was conducted in Zabuthiri Township, Nay Pyi Taw Union Territory. The schools required for this study were selected by using sample random method of Mills and Gay (2016). Four high schools from nigh high schools and one branch high school were selected. Participants in this study were Grade 10 and Grade 11 students from the selected schools. A sample of 400 students participated in this research study. The instrument used in this study were developed by adopting some statements from the questionnaires of English in Action researchers, EIA researchers (2011) adapted from a questionnaire designed by Savignon and Wang (2003). The questionnaire items were organized into three dimensions: English in my Class, Learning English and me and What Learning English means to me. One dimension consisted of seven statements. There are two main categories in each dimension: (1) English language learning with Grammar Translation practices, and (2) Communicative Language Learning, CLL practices. ttest was used to compare the students’ perceptions toward English language learning in terms of grade and subject combination. 2021
1933 Sandar Nyein THE EFFECT OF DEMONSTRATION METHOD IN TEACHING SCIENCE AT THE MIDDLE SCHOOL LEVEL This aims to study the effect of demonstration method in teaching science at the middle school level. This study used the quasi experimental research with nonequivalent control group design. One basic education high school and one basic education middle school were randomly selected from Mogok Township. Furthermore, simple random sampling method was used to select two intact classes from each selected school that were used for the experimental and control groups respectively. The sample consisted of (188) Grade Eight students in the academic year of 2019-2020. The instrument was the science achievement pretest and posttest developed by the researcher. The posttest was piloted in one basic education high school in Mogok involving (50) Grade Eight students. The reliability of the posttest was computed using Kuder-Richardson Formula 20 (KR-20). The value of reliability coefficient was (0.79) which meets the criteria of reliability. The independent samples t-test was used to analyze the data obtained from the pretest and posttest. The pretest results showed that the students of both groups from each selected school were equal in terms of their prior knowledge at the start of the study. The students in the experimental groups were taught with demonstration method while the control groups were taught with conventional teaching method. According to the posttest results, it was found that students taught with demonstration method did better than those taught with conventional teaching method. According to the findings of this research, it was recommended that teachers should adopt the use of demonstration method in teaching science at the middle school level in order to enhance students’ performance. 2021
1934 Aye Chan Aung A COMPARATIVE STUDY OF THE OUTCOMES OF MODEL BASED INQUIRY AND INQUIRY BASED LEARNINGIN GRADE TEN PHYSICS The purpose of the current study is to compare the outcomes of Model Based Inquiry and Inquiry Based Learning in Grade Ten physics. The outcomes include subject matter achievements, attitudes towards physics, interest level and motivation for further study. In this study Explanatory Research (Quan-qual) design was used. For Quantitative Research, the design used was a true experimental (pretest-posttest) control group design and for qualitative research, interview was conducted. Participants of the research were 130 students from two high schools in Chaung Oo Township, Sagaing Region, BEHS Chaung Oo and BEHS Ah Myint. There were two groups in this study; MBI group and IBL group. The former group was taught with Model Based Inquiry and the IBL group was taught with Inquiry Based Learning. And IBL groups were taught with Grade Ten Physics Textbook and MBI groups were taught with handouts. To examine the outcomes (attitudes toward physics, interest in physics and motivation for further study), questionnaires were used. Independent samples t-test was used to analyze whether there were significantly different between MBI and IBL groups. And paired samples t-test was used to analyze whether the students’ attitudes, interest and motivation were significantly changes. Results show that Model Based Inquiry has positive effects on the students’ outcomes like that subject matter achievements, attitudes and motivation than Inquiry Based Learning. On the case of Interest in physics, Inquiry Based Learning has better effects than Model Based Inquiry. Therefore, it verifies that although both teaching methods have positive contributions to physics teaching and learning, Model Based Inquiry can bring more positive contributions to the physics teaching and learning at high school level. 2021
1935 Theingi Lwin THE EFFECTS OF USING VAN HIELE MODEL ON TEACHING GEOMETRY AT THE BASIC EDUCATION HIGH SCHOOL LEVEL The purpose of the study was to investigate the effects of using van Hiele model on teaching geometry at the basic education high school level. A quantitative research method was used to compare the geometry achievement between the experimental group and the control group. The design applied in this study was one of the quasi-experimental designs, nonequivalent control group design. The students from the experimental group were taught by van Hiele model while those from the control group were taught by conventional method. To explore the effects of this model, the subjects were (218) Grade Ten students from two Basic Education High Schools in Amarapura Township. The sample schools were randomly selected and the groups were intact groups from two classes of each school. Both groups were administered a pretest to determine initial group equivalence before the treatment begins. After the treatment, the sample students were administered the posttest. To show statistically, the data obtained from the posttest was analyzed by using independent samples t test. The results revealed that there were significant differences in geometry achievement between the students who were taught by van Hiele model and those who were taught by conventional method in answering remembering, understanding, applying and analyzing level questions. By using the d family of effect size measures, the effect size, 1.09 for both schools were much larger than typical. It was apparent that the students of the experimental group got better levels of geometry achievement in applying and analyzing levels than remembering and understanding levels. These findings proved that van Hiele model had a positive effect on geometry achievement, and it is more effective in teaching geometry at the basic education high school level. 2021
1936 Zin Phyu Wai A STUDY OF THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT ACTIVITIES ON TEACHER EDUCATORS’ GENERALPEDAGOGICALKNOWLEDGE The aim of this study was to explore the effectiveness of the professional development activities (PDA) on teacher educators’ general pedagogical knowledge (GPK). Cross-sectional survey method was used. The instrument that involved the seven types of PDA and eighteen multiplechoice items for GPK was prepared from the adaptation of TALIS (2018), TEDS-M and Teacher Knowledge Survey (2017). The participants were 350 teacher educators from five Education Colleges in Myanmar. Descriptive statistics, One-way ANOVA, Pearson Productmoment Correlation, and Simple Linear regression analysis were used to answer the intended research questions. According to the results, it was found that most of the teacher educators read professional literature for their professional development, but they were weak in attending seminars or workshops and visiting to observe other colleges or universities. Additionally, it was also explored that there was a positive but weak relationship between the teacher educators’ GPK and their participation in PDA. And, the teacher educators’ GPK could be predicted about 3% from their participation in PDA. Therefore, it was concluded that the more PDA teacher educators took, the higher general pedagogical knowledge they possessed. 2021
1937 Thwe Hnin Zin AN ANALYTICAL STUDY OF THE USE OF PROBLEM-BASED LEARNING MODEL IN GRADE NINE PHYSICS TEACHING The title of this study is an analytical study of the use of problem-based learning model in Grade Nine physics teaching. In this study, both quantitative research and qualitative research methods were used. Quantitative research method was used to analyze students’ physics achievement. Qualitative research method was used to investigate attitudes of teachers towards the problembased learning model, and those of students towards physics learning through learning activities based on the proposed problem-based learning model. The non-equivalent control group design, one of the quasi-experimental designs, was adopted in this study. Two township of Mandalay region and two township of Sagaing region were selected by simple random sampling method. The selected schools were No. (1), BEHS Kyauk Se and No. (2), BEHS C.W.S Amarapura from Mandalay Region and, Practising High School, Shwe Min Wun, Sagaing and No.(1), BEHS Monywa from Sagaing Region were selected as the sample schools by using simple random sampling method. There were (405) Grade Nine students from the selected schools as participant for experimental study. There were (201) students for qualitative research study. The instruments were used in this study were pretest, posttest, questionnaire, and interview. Learning materials were selected for Grade Nine physics textbook. The pretest means were the same; therefore the posttest scores were analyzed by using independent samples t test. If they were not, analysis of covariance (ANCOVA) would be used. According to t-test and ANCOVA results, a difference in physics achievement was significantly found between the experimental groups and the control group. According to qualitative research finding, students’ attitude developed in four dimensions: cooperative skills, problem solving skills, academic skills and learning abilities. Finally, research findings proved that the proposed problem-based learning model had positive contribution to Grade Nine physics teaching and learning. 2021
1938 Khaing Thuzar A STUDY OF SCIENCE TEACHERS' DIFFICULTIES AT THE MIDDLE SCHOOL LEVEL The main purpose of this study is to investigate the science teachers' difficulties at the middle school level. A quantitative approach, descriptive research design was used in this study. This study was conducted in Yangon Region and three townships were selected randomly. All high schools and middle schools from selected townships were used as the samples. There were (56) participants in this study. A structured questionnaire in four dimensions, and interview questions were used to elicit information from the participants. For the reliability of instrument, a pilot testing with (21) grade six science teachers was conducted. The internal consistency (Cronbach's Alpha) of attitudes towards teaching science was 0.83 and that of science pedagogical knowledge was 0.87, that of resource adequacy was 0.88 and that of time allocation for science teaching was 0.88 and that of total dimensions is 0.91. In this study, the data were analyzed by using descriptive analysis technique. The research findings reveal that the main difficulties in teaching grade six science are lack of adequacy of learning materials and insufficient allocation of time period. 2021
1939 Salai Tin Htun GRADE NINE STUDENTS' LEARNING STYLES, THEIR TEACHERS' TEACHING STYLES AND CHEMISTRY ACHIEVEMENT The purpose of this study is to investigate students' learning styles, their teachers' teaching styles and achievement in Grade Nine Chemistry. Six townships were randomly selected from four districts in Yangon Region. One High School from each township was selected by using random sampling technique. Three hundred and sixty students responded to a survey instrument which includes Grasha-Riechmann Learning Style Scale, Teaching Styles Inventory, and Chemistry Achievement Test (CAI). The data were analyzed by One-way Repeated Measures ANOVA and Pearson Product Moment Correlation. The results showed that collaborative and participant learning styles among six learning styles have high mean scores, and on the other hand, expert and formal authority teaching styles among five teaching styles have high mean scores. In correlation, there is a positive correlation between the learning styles of the students and their achievement, but a negative correlation between the teaching styles of the teachers and the students' achievement. Thus, this study implies that the teaching styles of the teachers need to be aligned with the learning styles of the students in order to be successful teaching, and cooperative learning, discussion method, and self-directed learning should be emphasized in teaching-learning situation in order to acquire high chemistry achievement and life-long learning. 2021
1940 Htay Htay Myint AN ANALYSIS OF THE FACTORS INFLUENCING STUDENTS’ ACHIEVEMENT IN GEOMETRY AT THE MIDDLE SCHOOL LEVEL The main purpose of this study was to investigate the factors influencing students’ geometry achievement at the middle school level. In today’s mathematics classroom, some students are difficult to solve the geometrical problems and thus their geometry achievement levels were low. So, this study aims to investigate the factors influencing students’ achievement in geometry. To explore these factors, the samples were 20 Grade Nine Mathematics teachers and 300 Grade Nine students from twelve schools in Taungtha and Myingyan Township. The descriptive research design was applied. The sample schools and participants were selected by using simple random sampling method. The instruments of this study were teacher questionnaire, student questionnaire, and a geometry achievement test. Teacher questionnaire was composed of the teacher-related factors and student questionnaire was organized the student-related factors and subject-related factor. Pearson product-moment correlation was used to determine the degree of the correlation between the factors and students’ geometry achievement. The results revealed that, the relationship between students’ geometry achievement and teacher-related factors was (r .35, p .01), and student-related factors was (r .524, p .01), and subject-related factors was (r .116, p .05). Thus, this study recommended that the student-related factors were the most influencing on students’ geometry achievement. To get better achievement in geometry at the middle school level, it is necessary not only teachers use suitable teaching strategies and evaluation with geometry contents but also students have good study habits and positive emotions towards geometry. If students have positive emotions towards geometry, they may not support that subject matters in geometry are complex and difficult. Thus, students themselves have the highest responsibility for getting better achievement in geometry at the middle school level. 2021