Research List

No.	Researcher	Title	Abstract	Year
1971	Khaing Mar Kyi	PERSPECTIVES OF FIRST YEAR STUDENT TEACHERS ON TRANSITION FROM HIGH SCHOOL TO UNIVERSITY	The main purpose of this study was to examine the University of Education first year student teachers' perspectives with regard to the major areas that influence transition to university. Both quantitative and qualitative approaches were used in this study. A total of 600 first year student teachers participated in this study. Transition to College Inventory (TCI) with 9 close-ended questions and In-depth Structured Interview by Alexander Astin (2003) were used. The data were analyzed using the descriptive statistics and independent sample t-test. The findings indicated that most of the students (75%) joined the university to get a better job, above 50% student teachers rated themselves as being average for all qualities, most of the student teachers experienced good facilities in their high schools, most students received adequate information about university of education, almost all students (about 94%) agreed that academic demands, social demands and relationship between lecturers and students are important to help them settle in, about 62% of the students agreed that teachers, parents, seniors effectively addressed to adjust smoothly in their transition phase, about 30% of the students frustrated especially for sticking for timetable, selecting major subjects, completing assignment on time and library facilities, about 78% of the students responded that they developed their potential in all qualities and most students satisfied with the learning environment of the university. The result of independent sample t test showed that there were significant differences in types of motivation between male and female students at 0.001 level. And significant difference was found in pre-university information by university at 0.01 level. Then, the significant differences was found in experience in high school by school type at 0.001 level. Moreover, the results of qualitative study revealed that most student teachers adjusted well in their transition phase.	2021
1972	Oo May Than	GENDER AND REGION RELATED DIFFERENTIAL ITEM FUNCTIONING OF GRADE TEN ENGLISH ACHIEVEMENT TEST	The main purpose of this study was to identify differential item functioning analysis of Grade Ten English achievement test. A total of 1200 students from Yangon Region and Rakhine State were selected by stratified random sampling technique. Grade Ten English achievement test was used as a research instrument. Descriptive research design and quantitative survey method were used in this study. Differential Item Functioning (DIF) analysis was applied by using BILOG-MG 3. Based on the preliminary test, 60 items were chosen for detecting DIF items in the field test. As a result of gender based differential item functioning (DIF) analysis, it was observed that item 34 and item 41 showed DIF and these items favored the ability of the female group than for male group. Then, according to the region based DIF analysis, there are seven items (item 5, 23, 24, 28, 34, 41 and 48) showing DIF items. But, among the items, item 23 and item 28 favored Yangon Region group than that of Rakhine Region group and item 5, item 24, item 34, item 41 and item 48 favored Rakhine Region group than for Yangon Region group.	2021
1973	Nant Thazin Tun	ATTACHMENT STYLES OF STUDENT TEACHERS AND THEIR CONTRIBUTING FACTORS	The primary purpose of the study was to investigate the attachment styles of student teachers and their contributing factors. Their contributing factors included coping styles, developmental tasks and life satisfaction. Participants were 701 student teachers (349 males and 352 females, from Yangon and Sagaing Universities of Education). They were conducted by survey method with survey questionnaires. In this study, four instruments were administered to the participants; attachment styles of questionnaire (ASQ) (Hazan and Shaver, 1987), problem-focused style of coping questionnaire (PF-SOC) (Heppner, Cook, Wright & Johnson, 1995), negotiation of developmental tasks questionnaire (NDT) (Lawrence et al., 2011), and satisfaction with life scale questionnaire (SWLS) (Prof. Ed Diener et al., 1993). In this research, descriptive statistics, independent sample t test, chi-square test, analysis of variance (ANOVA), correlation and path analysis method were used. The result revealed that most of the student teachers were high in secure attachment style, reflective coping style and approach developmental tasks. The results of chi-square showed that there was significant difference in student teachers� attachment styles, coping styles, and developmental task by gender, age, and university. ANOVA results by attachment styles and problem-focused styles of coping indicated that there was significant difference in student teachers� life satisfaction. The result of t test revealed that there was significant difference in student teachers� life satisfaction by developmental task at 0.01 level. Again, the secure attachment style was positively significantly related to reflective coping style, developmental task, and life satisfaction. Finally, the results revealed that the effects of secure attachment style as the most significant predictor of life satisfaction, followed by mediation factors such as reflective coping style and developmental task.	2021
1974	Khin Nyunt Nyunt Saw	AN INVESTIGATION INTO MORAL JUDGMENT OF ADOLESCENTS	The main purpose of this study is to investigate moral judgment of adolescents. Quantitative survey method was used. A total 929 adolescents whose ages range from 14 to 20 participated in this study. Six stories or moral dilemmas from Defining Issues Test (DIT) and sixty moral judgment items constructed by researcher were used to measure moral judgment. Empathy Assessment Index (EAI) was used to measure empathy of participants. Participants are categorized into six moral stages of Kohlberg�s moral development theory. The results showed that most participants are at stage six on questionnaire. But most of them are at stage 2 and stage 3 on moral dilemmas. So, although they have high moral philosophy, their moral stages become lower when they face moral dilemmas or difficult situation. The findings showed that their moral judgment and educational level are significantly associated (?2 =79.076, p <.01). But moral judgment and age are not significantly associated (?2 =43.291, p =.05). According to Spearman correlation result, moral judgment and empathy are not significantly correlated (r =.067, p =.073). Since most of the participants have stage 2 and stage 3 moral reasoning in responses of moral dilemmas, they decide right or wrong according to the significant others such as parents, teachers and peer group. They also decide right or wrong based on the results of an action. So, it is recommended that explaining results of an action and significant others can make adolescents improve moral judgment.	2021
1975	Phyoe Phyoe	DEVELOPMENT OF PERCEIVED TEACHER CREDIBILITY (PTC) SCALE	The main aim of this study is to develop the Perceived Teacher Credibility Scale (PTC). After developing the PTC, it was validated in psychometric terms that it could become a reliable and valid instrument. A total of 400 undergraduate students from Sagaing University of Education participated in this study and selected by using stratified random sampling. A descriptive survey design was used to investigate the factor structure of the perceived teacher credibility. A survey with 120 items was designed based on existing literature and theory to examine PTC. Quantitative data were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) with SPSS 22.0 and R software (version 4.0.1). From the results, a provisional scale was developed, measuring perceived teacher credibility. The scale has 33 items, consisting of three subscales of PTC, namely Perceived Trustworthiness, Perceived Competence and Perceived Caring. A confirmatory factor analysis (CFA) model proved that all dimensions and sub dimensions of the PTC had good internal structural validity. The model data fulfilled the goodness of fit criteria (?2/df < 3.0, CFI>0.90, TLI> 0.90, RMSEA ? 0.07; CR ? 0.7). The EFA showed that all items of the three dimensions grouped perfectly according to source credibility theory, and the factor loading values of all items were greater than or equal to .55. The results of the internal consistency analysis (? = .970) showed that the PTC scale is a reliable measurement.	2021
1976	Shwe Yie Htun	THE CONSTRUCTION OF PARALLEL TEST FORMS FOR GRADE 10 MATHEMATICS COURSE	The main aim of this study is to construct two parallel test forms for Grade 10 Mathematics. It is mainly concerned with test construction and planning and test items analysis. A table of specifications was first developed with selected chapters. Then, two parallel forms for Grade (10) Mathematics Course were developed according to the similar content, same specifications and nearly equal item characteristics. These two forms were administered to 990 Grade (10) students from seven Basic Education High Schools in Maharaungmyae Township, Mandalay Region. Descriptive research design and quantitative survey method were used in this study. For pilot testing, 80 multiple-choice (MC) items for each form were applied. These items were analyzed by using Item Analysis Technique. Then, each form consisting of 40 items were administered to students for the main study. From 40 items of each form, 17 pairs of items are selected as parallel items according to their similar levels and ranges of difficulties and discriminations. Since the raw score means of two forms are 8.5010 and 8.5232, both forms have strong positive relationship. Then, paired samples correlations were calculated to assess the parallel (equivalent) form reliability of the scores. The closer to 1.00 the coefficient of reliability, the more consistent scores obtained form an instrument. The correlation between the sets of scores is r = .902, which is a high correlation and indicates a strong association between the scores to provide good support for parallel form reliability. The paired samples test showed that the means of Form A and Form B are not significantly different. It indicates that the same students tended to score high (or low) on both forms. Finally, it can be concluded that Form A was actually an alternate form or version of Form B that was supposed to be equivalent.	2021
1977	Aye Aye Nyein	PERCEIVED CONTROL AND SUBJECTIVE WELL-BEING OF INSERVICE TEACHERS FROM LEWE TOWNSHIP	The main aim of this study is to investigate perceived control and subjective well-being of inservice teachers from Lewe Township. Then, specific objectives were to observe perceived control and subjective well-being of inservice teachers based on gender, age and years of service. The sample consists of 600 inservice teachers from Lewe Township. Perceived control was measured by the Spheres of Control Scale designed by Paulhus and Van Selst (1990). The Subjective Well-being Inventory (SUBI) designed by Sell and Nagpal (1992) was used to measure the inservice teachers� subjective well-being. According to the results of descriptive statistics, both perceived control and subjective well-being of inservice teachers were satisfactory. Based on the results of independent samples t test, perceived control was not significantly different by gender. Based on the results of ANOVA, perceived control was significantly different by age and years of service. According to the results of independent samples t test, subjective well-being was significantly different by gender (male teachers were more subjective well-being than female teachers). Based on the results of ANOVA, subjective well-being was not significantly different by age and years of service. In order to investigate the relationship between perceived control and subjective well-being of inservice teachers, Pearson product-moment correlation was conducted. The result showed that there was a significant positive correlation between perceived control and subjective well-being (r = .494, p <.001). When testing the impact of perceived control on subjective well-being, the result indicated that adjusted R square was .243. Therefore 24% of variance in subjective well-being was predicted by perceived control. Thus, it may be concluded that perceived control can influence on subjective well-being of inservice teachers.	2021
1978	May Phoo Ngon Soe	DEVELOPMENT OF BASIC KNOWLEDGE TEST OF EDUCATIONAL PSYCHOLOGY FOR STUDENT TEACHERS	This study was to develop basic knowledge test of educational psychology for student teachers by applying the two-parameter logistic Item Response Theory (IRT) model. In this study, educational psychology textbooks of B.Ed. program (1st year � 5 th year) from Yangon University of Education were used for constructing the test. The test covered the content areas of introduction to educational psychology, physical development, intellectual development, emotional development, social development, moral development, theories of learning, memory, intelligence, motivation, self-esteem, and personality. For field testing, the test consisted of 100 multiple choice items. A total of 845 student teachers from 4th year and 5th year of B.Ed. (Direct and Bridge) programs in Yangon University of Education participated in this study. Results of IRT item analysis indicated that the test had average difficulty but could fairly discriminate. The test can be suitable to measure the basic knowledge of student teachers who have ?=-0.1. Results indicated that there were significant gender differences of basic knowledge in the content areas of physical development, intellectual development, emotional development, social development, moral development, theories of learning, memory, intelligence, motivation, self-esteem, and personality. Findings revealed that there were significant grade differences in the content areas of introduction to educational psychology, emotional development, social development, moral development, theories of learning, memory, intelligence, motivation, and personality. Moreover, student teachers (Direct Intake Program) had higher score than student teachers (Bridge Program) in the content areas of introduction to educational psychology, social development, moral development, theories of learning, memory, intelligence, motivation and personality.	2021
1979	Myo Myo Myat	TEACHERS� ATTITUDES AND EFFICACY BELIEFS TOWARD INCLUSION OF STUDENTS WITH DISABILITY	The main purpose of this study was to investigate attitudes and efficacy beliefs of teachers toward inclusion of students with disabilities. Quantitative research design and questionnaire survey method were used in this study. The sample for this study was chosen from eight selected special schools and six selected general schools in Yangon Region. A total of 334 teachers (155 special education teachers and 179 general education teachers) participated in this study. The Opinions Relative to the Integration of Students with Disabilities Scale (ORI) developed by Antonak and Larrivee (1995) which consisted of 25 items was used to measure the attitudes of teachers toward inclusion of students with disabilities. The Teachers� Sense of Efficacy Scale (TSES) developed by Tschannen-Moran, Woolfolk Hoy (2001) which consisted of 24 items was used to measure efficacy beliefs of teachers toward inclusion of students with disabilities. The results of independent sample t-test revealed that there was significantly difference in attitudes toward inclusion of students with disabilities but there was no significantly difference in efficacy beliefs by type of teacher. The results of ANOVA showed that there were significantly differences in attitudes but there were no significantly differences in efficacy beliefs toward inclusion of students with disabilities by teacher designation, education level and teaching experience. The results also indicated a significant positive relationship between teachers� self-efficacy and teachers� attitudes towards inclusive education. The higher the efficacy beliefs to teach students with disabilities, the higher attitudes toward inclusion of students with disabilities (r= 0.139, p <0.011).	2021
1980	Zin Mar Nay Win	THE RELATIONSHIP BETWEEN TEACHERS� SELF-EFFICACY AND MOTIVATION FOR TEACHING	Teachers� self-efficacy, teachers� beliefs in their ability to effectively handle the tasks, obligations and challenges related to their professional activity, drives their goals and behaviors in the working environment. The primary purpose of this study was to investigate the relationship between teachers� self-efficacy and their motivation for teaching. Specifically, this study was to examine the differences of teachers� self-efficacy and motivation for teaching by job designation, working experience, and schools. Teachers� self-efficacy was examined by Teachers� SelfEfficacy Scale, while motivation for teaching was assessed by Autonomous Motivation for Teaching. A total of 373 teachers from eight schools of Yangon Region participated in this study. Results indicated that there was no significant difference of teachers� self-efficacy by job designation, working experience, and school. Among teachers� preferred types of motivation for teaching, the percentage of intrinsic motivation was the highest. The results indicated that the relation between motivation for teaching and job designation was significant. In addition, this study provides clear evidence that the more working experience teachers had, the greater intrinsic motivation for teaching. Furthermore, this study indicated that there was significant association between motivation for teaching and schools. Finally, findings revealed that teachers� self-efficacy was positively correlated with identified and intrinsic motivation (autonomous motivation) for teaching. Therefore, this study suggests that teachers who have higher levels of teachers� selfefficacy tend to be more identified and intrinsic motivation (autonomous motivation) for teaching than those who have lower levels of teachers� self-efficacy.	2021

Research Publications

Myanmar Academy of Art & Science List of Research