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
1991 Wai Wai Than A STRUCTURAL EQUATION MODEL OF FACTORS INFLUENCING STUDENT SATISFACTION OF UNIVERSITY STUDENTS IN MYANMAR No single factor explains satisfaction among university students. By the result of meta-analysis of student satisfaction, its Personal Factors, Instructional Factors, University Factors, Social Factors and Outcome-related Factors contribute to university students’ satisfaction in higher education context. The purpose of this research is to develop and identify the validity of the above factors influencing student satisfaction of university students. A total of 1814 university students (644 males and 1094 females) from eleven universities in Myanmar participated in this study in January 2020. Noel-Levitz Student Satisfaction Inventory by Schriener and Juillerat (1994) was used to measure student satisfaction. The structural equation modeling approach was done to confirm the validity of the model on factors influencing student satisfaction of university students. SEM results confirm that instructional factors, social factors and outcome-related factors have direct effect on student satisfaction but personal factors and university factors have only indirect effect on it through social factors. Totally, 64.5% of the variance in student satisfaction can be explained by the structural equation model. This study provided a research insight on the relationship of factors influencing student satisfaction and important implications for planning to improve university students’ satisfaction. 2021
1992 May Nandar Hlaing PERFECTIONISM, STRESS APPRAISAL AND BURNOUT OF TEACHERS The purpose of this study is to investigate perfectionism, stress appraisal and burnout of teachers. The study adopted a survey research design and employed with a quantitative method. Then, 600 participants (male=260, female=340) teachers in Kyaukpadaung Township were randomly selected by using stratified random sampling technique. In this study, Multidimensional Perfectionism Scale developed by Hewitt and Flett (1991), Challenge, Threat and Loss Appraisal Scale developed by Jerusalem (1999) and Maslach Burnout Inventory-Educator Survey developed by Maslach, Jackson and Schwab (1996) were used. Then, the collected data were analyzed by using descriptive statistics, independent samples t test, Pearson product-moment correlation and regression analysis. The t test results revealed that gender differences were not found in teachers’ stress appraisal and burnout but there was significant difference in challenge appraisal. The Pearson product-moment correlation result indicated that divergent relationship between dimensions of perfectionism, dimensions of stress appraisal and burnout of teachers. Both other oriented and socially prescribed perfectionism appraise the stress as threat and loss, and directly related with burnout. But, self-oriented perfectionism have confidence to face the encounter event. Therefore, they only related to challenge appraisal and not related to burnout. The regression analysis results reported the mediating role of stress appraisal between some dimensions of perfectionism and burnout of teachers. 2021
1993 Thaint Thaint Win THE EFFECT OF PSYCHOLOGICAL CAPITAL AND JOB RESOURCES ON TEACHERS’ WORK ENGAGEMENT The main purpose of this study is to investigate the effect of psychological capital and job resources on teachers’ work engagement. The sample consisted of 906 teachers from basic education schools in Meiktila Township and Pyawbwe Township, Mandalay Region. The quantitative research design and survey method were used. In this study, three questionnaires were used: Psychological Capital Questionnaire developed by Luthans, Avolio, Avey and Norman (2007), Job Resources Scale developed by Jackson and Rothmann (2005) and Engaged Teacher Scale developed by Klassen, Yerdelen and Durksen (2013). The instruments were validated by using confirmatory factor analysis. Then, the data were analyzed to investigate the research objectives. In analyzing psychological capital’s dimensions, there were significant differences in optimism and resilience according to teachers’ age. In job resources’ dimensions, significant differences were found in organizational support and advancement by teachers’ age. From the analysis of work engagement’s dimensions, there were significant differences in emotional engagement, social engagement with students and social engagement with colleagues according to teachers’ age. Structural model indicated the direct effect of psychological capital on work engagement (? = 0.49) and the direct effect of job resources on work engagement (? = 0.25). In addition, job resources also had an indirect effect on work engagement through psychological capital as a mediator. Findings from this study may contribute the educational field by exploring the factors that may improve teachers’ work engagement which is an essential factor to improve the education system. 2021
1994 Nway Yin Wint Swe THE EFFECT OF SHYNESS AND SELF-ESTEEM ON SUBJECTIVE WELL-BEING OF STUDENT TEACHERS The primary purpose of this study was to investigate the effect of shyness and self-esteem on subjective well-being of student teachers. The questionnaire survey method was used in this study. To collect the required data, 600 (300 male and 300 female) student teachers from Yangon University of Education were selected as the participants of the study. Shyness Scale (Cheek & Melichor, 1985), Self-Esteem Scale (Rosenberg, 1965), Satisfaction with Life Scale (Diener et al., 1985) and Positive and Negative Affect Scale (Watson, Clark & Tellegen, 1988) had been used as the research instruments. This study showed that there was no significant difference in subjective well-being level of student teachers according to demographic variables such as gender, age and education level. While positive affect was found higher in male participants than female participants, there was no negative affect between genders. The results reported that there was no difference in student teachers’ shyness and self-esteem by gender. ANOVA result showed that there was difference between student teachers’ shyness and self-esteem by age and education level. The results indicated that student teachers’ subjective well-being was positively correlated with selfesteem and were negatively correlated with shyness. The result of multiple regression analysis revealed that self-esteem was the strong predictor of student teachers’ subjective well-being. 2021
1995 May Thazin Htun ATTITUDE OF PARENTS AND TEACHERS TOWARDS SEX EDUCATION IN SCHOOLS The main purpose of this study was to investigate the attitude of parents and teachers towards sex education in schools from the Yangon Region. Further, this study was also conducted to explore the opinions of parents and teachers towards sex education for getting more information. A descriptive survey method and a quantitative research design were executed in this study. A total of 549 respondents (271 parents, 278 teachers) from eight selected schools of the Yangon Region participated in this study. The required sample was selected using a random sampling technique. As research instruments, Attitude Scale Towards Sex Education (ASTSE) and opinionnaire constructed by Lalnunfeli (2015) for all respondents were adopted in this research. ASTSE was unidimensional and included 35 items with a five-point Likert scale and the opinionnaire had 10 questions. Results indicated that the attitude of parents was positively favorable towards sex education in schools. According to an independent sample t-test, there were significant differences in the attitude of parents towards sex education in schools by area and having an adolescent child or not. However, gender and age did not affect the attitude of parents towards sex education in schools. Findings also revealed that most of the teachers have a negative attitude towards sex education in schools in this study. According to ANOVA results, there were significant differences in the attitude of teachers towards sex education by teaching subjects. But, the attitude of teachers towards sex education in schools was not influenced by the area, designation, teaching experience, age, educational qualification, and having an adolescent child or not. From the opinion results, (96%) of teachers and (88.2%) of parents agreed on the introduction of sex education in schools. 2021
1996 Soe Moe Aung THE INFLUENCE OF AUTHENTIC ASSESSMENT ON STUDENTS’ ATTITUDE AND BIOLOGY ACHIEVEMENT OF HIGH SCHOOL STUDENTS The purpose of this study was to investigate the influence of authentic assessment on students’ attitude and biology achievement of high school students. Sixty-eight Grade Ten Students from No. (3), Basic Education High School, Kamayut, Yangon Region were chosen as the participants of this study. There were 14 males and 20 females in the experimental group who were instructed through authentic tasks and assessment while 13 males and 21 females in the control group were instructed by inauthentic type of learning. They were selected by purposive sampling. This study adopted an experimental research design. Both quantitative and qualitative data were mainly collected by using twelve instruments through this study. When data were analyzed by using a ttest, the results indicated that there was a significant difference in the biology attitude and achievement of Grade Ten students in the experimental group and those in the control group. Thus, the results can be concluded that students in the experimental group obtained higher achievement scores than those in the control group. This result showed that the females’ achievement in biology excelled than that of the males after experiencing the authentic tasks. Moreover, the result demonstrated that the biology attitude scores obtained from the application of authentic tasks and assessment were higher than those from the inauthentic type of learning and assessment. And, this result confirmed that the females’ attitude towards biology increased more than the males’ after learning with authentic tasks and being assessed authentically. The qualitative data also showed that authentic instruction and assessment affects students’ attitude and biology achievement. Therefore, the present study revealed the influence of authentic assessment on students’ attitude and biology achievement of high school students. 2021
1997 Ohmmar Tin CIVIC KNOWLEDGE AND PROSOCIAL BEHAVIOUR OF GRADE 6 STUDENTS The main aim of this study is to investigate civic knowledge and prosocial behaviour of Grade6 students in Muse Township (Northern Shan State). Quantitative research design and descriptive survey method were taken in the present study. Total of 892 (male = 451, female= 441) Grade 6 students were selected as participants from (10) Basic Education Schools by using simple random sampling technique. As research instruments, civic knowledge by researcher made test and prosocial tendencies measure - revised (PTM-R) were adapted and applied. The results showed that students’ civic knowledge and prosocial behaviour were satisfactory because observed mean score of civic knowledge was greater than theoretical mean score. Female students were higher than male students in civic knowledge by gender. By age levels, significant differences were found in civic knowledge, 10-Years old students were higher than 12-Years, 13-Years and other age groups. By locality, there was no significant differences were not found both in civic knowledge and prosocial behaviour. By ethnic groups, there were significant differences in students' civic knowledge and prosocial behaviour, Bamar students were highest in civic knowledge and prosocial behaviour among ethnic groups. Moreover, students’ civic knowledge was positively correlated with prosocial behaviour (r = .203, p < .01). According to these research findings, civic knowledge can have an effect the improvement of students’ prosocial behaviour. 2021
1998 Toe Toe A STUDY ON ADVERSITY QUOTIENT AND PSYCHOLOGICAL WELL-BEING OF STUDENTS FROM EDUCATION COLLEGES The main aim of this study was to investigate adversity quotient and psychological well-being of students from selected Education Colleges. Descriptive survey method was applied for this study. In this study, the samples were 900 students (Male=438, Female=462) from five Education Colleges. Adversity Response Profile (ARP) (Stoltz. P. G, 1997) was used to assess adversity quotient of students (Cronbach’s Alpha = 0.596). Ryff’s Psychological Well-being Scales (Ryff et al., 2007) was used to assess students’ psychological well-being (Cronbach’s Alpha = 0.813). The observed mean score of adversity quotient was 49.90, and psychological well-being was 117.66. In all components of students’ adversity quotient, the mean score of origin and ownership components was the highest and endurance area was the lowest. It was said that students had highest origin and ownership area of adversity quotient and the lowest in endurance. According to independent samples t test, there was no significant difference by gender, Education level and subject streams. By colleges, students from EC-4 and EC-5 had lower adversity quotient than students from EC-1, EC-2 and EC-3. For psychological well-being, students had the highest in purpose in life area of psychological well-being and the lowest in autonomy. According to independent samples t test, students from Education Colleges did not differ in their psychological well-being by gender and subject streams. By Education level, psychological well-being of first year students was higher than that of second year students. As Colleges, students from EC-4 had lower psychological well-being than students from EC-1, EC-2, EC-3 and EC-5. Finally, the results showed that adversity quotient of students was significantly correlated with their psychological well-being (r=.264, p<0.001). 2021
1999 Ei Mon Khine A STUDY ON TEST ANXIETY AMONG GRADE TEN STUDENTS The main purpose of this study is to investigate the test anxiety of Grade Ten students. In this study, quantitative research design and descriptive survey method were used. To support the purpose of the study, 35 items of Test Anxiety Inventory was used as research instrument. Eight basic education high schools were purposefully selected for this study. A total of 399 Grade Ten students participated in this study. By using simple random sampling technique, 399 students were selected from the four districts in Yangon. As the research instrument, Test Anxiety Inventory (TAI) Questionnaire developed by Spielberger (1980), (cited in Khaing Thiri Mon, 2015), was used in this research. The TAI comprised of five sub-scales: Worry, Emotion, Test Irrelevant Thinking, Students’ Expectation and Students’ Reflection. Each sub-scale of instrument was coded by using a four-point Likert scale, with 1= strongly disagree to 4= strongly agree. The result of this study revealed that significant differences existed in Grade Ten students’ test anxiety with respect to gender, school and district. However, there was no difference in test anxiety with respect to specialized combination. It was found that female students have higher test anxiety than male students. Most of the female students have more distress concerning tests than male students. The results indicate that significant differences are found in the total test anxiety scores among different schools. It could be said that students’ test anxiety can vary according to the different school settings. 2021
2000 Tsai Minn Wai DETERMINANTS OF RISKY SEXUAL BEHAVIOURS AMONG HIGH SCHOOL STUDENTS IN MYANMAR The purpose of the study was to explore the determinants of risky behaviours among high school students in Myanmar, to investigate the relationship between risky sexual behaviours and intrapersonal factors such as religiosity, self-esteem, social media usage, emotional intelligence and personality, to identify the factors facilitating the risky sexual behaviours among high school students, to examine which factors has the most significant effect on risky sexual behaviours among high school students in Myanmar. A total of 800 high school students from Mandalay Region, Ayeyarwaddy Region, Bago Region, Rakhine State and Shan State participated in the study. A cross sectional design was taken in this study. The Youth Risk Behaviour Surveillance System (YRBSS), Santa Clara Strength of Religious Faith Questionnaire (SCSORF), Rosenberg Self-Esteem Scale (RSE), Internet Addiction Test (IAT), Wong and Law Emotional Intelligence Scale (WLEIS) and Big Five Inventory (BFI-10) were used as the research instruments. As a result, bivariate analysis showed that the likelihood of engaging in risky sexual behaviour was significantly associated with the level of religiosity and social media usage. But, there was no significant relationship between risky sexual behaviour and self-esteem, emotional intelligence and personality. According to the result of multivariate analysis, only religiosity was the most significant determinant on risky sexual behaviour. 2021