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
2001 Myint Sann AN INVESTIGATION INTO EMOTIONAL AUTONOMY OF ADOLESCENTS The objective of this study was to examine emotional autonomy of adolescents from selected schools in Pyinmanar. The sample for this research included 252 adolescents (126 boys and 126 girls) aged range 13 to 17 years, from three basic education high schools. The measure used to access emotional autonomy of adolescents was UNIPA Emotional Autonomy Inventory (UNIPAEAI) developed by Lo Cricchio, M., Lo Coco, A., Ingoglia, S., Liga, F., Di Maria, R., Inguglia, C., & Musso, P. (2016). 50 (19.84%) adolescents were at low level, 153 (60.71%) adolescents were at moderate level and the rest 49 (19.45%) adolescents were at high level in emotional autonomy. Based on the results, there was no significant association between emotional autonomy and gender (?2=2.504, df =1, p= .286) but there was significant difference of emotional autonomy between male students and female students at moderate level in this study. Although there was no significant association between emotional autonomy and age (?2=1.735, df =4, p= .7840), mean score for emotional autonomy of adolescents concerning with 15 years aged group was the highest. Moreover, there was no significant association between emotional autonomy and number of siblings (?2=5.270, df =4, p= .261) and the highest mean score of emotional autonomy can be possessed by adolescents with small number of siblings. There was no significant association between emotional autonomy and birth order (?2=9.773, df =6, p= .135) and the highest mean score of emotional autonomy can be seen at the eldest born children. Moreover, there was no significant association between emotional autonomy and family structure (?2=1.128, df =2, p= .569). Number of adolescents from nuclear families was greater than that of extended families but the highest mean score could be clutched by adolescents from extended families in this study. 2021
2002 Aye Chan Myat Phyoe A STUDY ON MIDDLE SCHOOL STUDENTS’ MOTIVATION TOWARDS SCIENCE LEARNING The main purpose of this study was to investigate motivation towards science learning of middle school students. Data were collected through questionnaires to find out science learning motivation of students. In order to find out science learning motivation of middle school students, Students’ Motivation Towards Science Learning Questionnaire (SMTSL) developed by Tuan, Chin and Shieh (2005) was used as a research instrument. Two Basic Education High Schools from Yangon were purposefully selected for this study. A total 120 of Grade seven and Grade eight students (60 males and 60 females) participated in this study. The required sample was selected by using random sampling technique. The result of t-test showed that there were no significant differences in students’ motivation towards science learning both by gender and by school. However, there was significant difference in students' motivation towards science learning by grade. It was found that Grade Eight students possess higher science learning motivation than Grade Seven students. 2021
2003 Mai Myo Myo San A PRELIMINARY STUDY OF SOCIAL AND COGNITIVE FACTORS ON SECONDARY SCHOOL STUDENTS’ ENGLISH LANGUAGE To make secondary school students improve in English, an essential subject for them, it is needed to examine factors influencing English Language Achievement. Therefore, a preliminary study was conducted as an initial exploration of these factors influencing English Language Achievement of secondary school students. Socio-economic status, learning opportunities, parental involvement and student-teacher relationship were chosen as social factors that influence English Language Achievement. Linguistic intelligence and language learning strategies were selected as cognitive factors influencing English language achievement. As the sample of the study, a total of 1000 secondary school students (467 males and 533 females) from Minbu district were chosen. To examine which factors' influencing effects were direct or indirect, a path analysis was used. According to the result, it was found that linguistic intelligence and language learning strategies had significant direct effect on English language achievement, and learning opportunities, parental involvement and student-teacher relationship had significant indirect effect on English language achievement through language learning strategies. 2021
2004 Ei Mon Phyo AN ANALYTICAL STUDY OF IDENTITY STYLES AND PSYCHOLOGICAL WELL-BEING OF FIRST YEAR STUDENTS This study aims to investigate the psychological well-being of first year students by identity style. A total of 1200 first year students from universities of education, university of medicine, universities of technology, universities of economic, and arts and science universities. The required sample was chosen by stratified sampling method. In the present study, students' psychological well-being was measured with the 84 item version of Ryff's Psychological Well-Being Scale used by Moe in 2012. According to the result, 52% of students fall on medium level of psychological well-being and 48% of students on higher level. Students' identity styles were examined by using Berzonsky's identity style inventory (1992). There are 11 items in informational style, 9 items in normative style and 10 items in diffuse-avoidant style to be rated by five-point likert scale. The results showed that 31% of students have informational style, 29% of undergraduate students have normative style and 39.8% of students have diffuse/avoidance style. The results of correlational study revealed that students with normative style have higher level of psychological well-being and students with diffuse/avoidance style has lower psychological well-being. 2021
2005 Lei Yin Win PERSONALITY STYLES OF GRADE 10 STUDENTS AND ITS CORRELATION WITH THEIR LEARNING GAINS The primary purpose of this study was to investigate the personality styles of Grade 10 students and its correlation with their learning gains. A total of 712 Grade 10 students from Yangon and Bago regions were selected by random sampling technique. The Personality Style Questionnaire and Students Learning Gain Questionnaire were used as the research instruments. According to the survey data, Grade 10 students in this study could be classified into three groups; extrovert personality style (17.84%), introvert personality style (16.43%) and ambivert personality style (65.73%). T-test results showed that there was no statistical difference between personality styles of students by gender. Students in Bago are more extrovert than those in Yangon. Comparing students’ learning gains, male students gained better in science when comparing female students. Students in Yangon attained higher scores in science subjects than students in Bago. Concerning the relationship between the personality styles and learning gains, the statistically significant positive relationship between the variables was found. Finally, the regression analysis was conducted in order to predict the Grade 10 students’ learning gains by their personality styles and socio-economic status. The results revealed that father’s education level and mother’s profession were the predictors of students’ learning gains for extrovert personality style, mother’s education level and father’s profession were the predictors of students’ learning gains for ambivert personality style while father’s profession and mother’s education level were the predictors of students’ learning gains for introvert personality style. 2021
2006 May Tharaphi Aung TEACHERS’ ATTITUDES TOWARDS GRADE THREE CURRICULUM DEVELOPMENT The purpose of this study was to investigate the teachers’ attitudes towards Grade Three curriculum development. The study group was composed of 210 Grade Three teachers from two regions. The research was conducted through quantitative approach. The questionnaire was mainly based on “Trend in International Mathematics and Science Study (TIMSS, 2015)”. The modification process of attitude scale involved taking expert opinions and a pilot study on determining the structural validity and reliability. The scale as a result of analysis consisted of 32 items which were rated on 5-point Likert-scale. The questionnaire composed of six factors. These factors were called teacher’s participation (8 items), cooperation (8 items), resources (4 items), inclusion (5 items), achievement (3 items) and assessment (4 items). In order to study, mean and standard deviation on teachers’ attitudes, descriptive statistics was used. According to the obtained data, the mean percentage of teachers’ attitudes towards Grade Three curriculum development was 76.17%. By using independent sample t-test and one way analysis of variance (ANOVA) with the help of the Statistical Package for Social Science (SPSS) version 22.0, there was no significant difference by gender, region, aged groups, curriculum training and teaching services. But, significant difference was found in types of degree and teacher training. It is found that teachers who got teacher training have higher attitude towards Grade Three curriculum development. The result of the study showed that most teachers have positive attitudes with respect to the new curriculum. 2021
2007 Ei Chaw Phyo AN INVESTIGATION INTO LEARNING STYLES OF GRADE NINE STUDENTS The main purpose of the study was to find out the learning styles of Grade 9 students. A total of 240 Grade 9 students (2019-2020 Academic Year) from four selected high schools in Yangon Region participated in this study. The participants were chosen through simple random sampling method. Students’ learning styles were measured by Barsch Learning Style Inventory (BLSI) developed by Jeffery Barsch, EdD (2007). The instrument had a reliability of (Cronbach alpha= 0.714). Data were collected by using a questionnaire survey method and quantitative research design. Data were analyzed by descriptive analysis technique, using Chi-square test with the help of the Statistical Package for Social Science (SPSS) version 22.0. Based on the descriptive analyses, this study revealed that majority of Grade 9 students 175 (72.92%) were unimodal learning style (one strong dimension), 57 (23.75%) of the students were bimodal learning style (two strong dimension), and 8 (3.33%) of the students were trimodal learning style (three strong dimension). Result of Chi-square test showed that there was no significant association between learning styles and gender (?2=.581, df= 2, N= 240) in this study. Based on the result, there was no significant association between learning styles and age groups of Grade 9 students (?2=3.112, df= 4, N= 240). Based on the Chi-square test, the result also revealed that there was a significant association between learning styles and schools of Grade 9 students (?2=14.302, df= 6, N=240, p<0.05). Most of the students prefer unimodal learning styles such as visual, auditory, tactile, and kinesthetic learning style than bimodal and trimodal styles in this study. 2021
2008 Lwin Moe Aung FAMILY FUNCTIONING AND ADOLESCENT DELINQUENCY OF STUDENTS IN UNIVERSITIES FROM MONYWA DISTRICT The main aim of this study was to investigate family functioning and adolescent delinquency of students in universities from Monywa District (2019-2020 AY). A total of university students (Male=390, Female=410) from three selected Universities in Monywa District were randomly selected in this study. Descriptive research design and survey method were used in this study. Family Assessment Device consisting of 60 items developed by Epstein et al., (1983) (Cronbach’s alpha = 0.866) was used to measure the family functioning of university students. The t test result revealed that there was significant difference in family functioning by gender. The family functioning of female students was more effective than that of male students. However, there was no significant difference in family functioning by education level. According to ANOVA result, there was no significant difference in family functioning by university. And, Self-Report Delinquency Scale consisting of 22 items developed by Mattem and Nakagawa (2003) (Cronbach’s alpha = 0.862) was used to measure the adolescent delinquency of university students. The results of t test showed that there were significant differences in adolescent delinquency by gender and university. Male students were more delinquent than female students and the university students in University 2 more involve in delinquency than the students in University. However, the results of ANOVA showed that there was no significant difference in adolescent delinquency by education level. There was moderately negative correlation between family functioning and adolescent delinquency. 2021
2009 Htet Htet Wai A STUDY ON NEED FOR COGNITION AND CURIOSITY OF HIGH SCHOOL STUDENTS The main purpose of this study was to investigate high school students’ need for cognition (NFC) and curiosity in Wundwin Township. The descriptive research design and quantitative survey method were taken in the present study. The total of 1600 (male=775, female=825) Grade 10 and Grade 11 students were selected as participants from four high schools by using simple random sampling technique. As the instruments, Need for Cognition Scale developed by Cacioppo, Petty and Kao (1984) with 18 items and Curiosity and Exploratory Inventory I and II developed by Kashdan, T. B. et al., (2004, 2009) with 15 items were applied. The internal consistency reliability coefficient was 0.801 for NFC and 0.756 for curiosity. The results revealed that there were significant differences in comparison of Gender, Grade and Schools in NFC. The female students had higher NFC than the male students. And, Grade 10 students had better NFC than Grade 11 students. According to schools, the students from school 1 had the highest both in NFC and in curiosity. And, the findings also showed that there were significant differences by Grade, Subject Combination, Schools and NFC Groups in students’ curiosity. The results showed that Grade 10 students had better curiosity than Grade 11 students and also showed that Combination 7 students were more curious than Combination 1 students. When comparing between NFC groups, high NFC students were more curious than low NFC students. Then, the findings revealed that there was significant positive relationship between need for cognition and curiosity (r = .598, p < 0.01). According to Simple Linear Regression analyses, need for cognition was key predictor on curiosity. Adjusted R2 result showed that 35.8% of variance in curiosity which was explained by need for cognition. 2021
2010 Ei Yadanar Oo THE MEDIATION EFFECT OF SELF-TALK ON THE RELATION BETWEEN PARENTAL AUTONOMY SUPPORT AND EMOTION REGULATION OF UNDERGRADUATE STUDENTS FROM SAGAING UNIVERSITY OF EDUCATION The main purpose of this study was to study the mediation effect of self-talk on the relation between parental autonomy support and emotion regulation of undergraduate students from Sagaing University of Education. The quantitative research approach and correlational design were used in this study. A total of 1037 undergraduate students from Sagaing University of Education were selected as participants by using simple random sampling technique. In this study, Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004) with 36 items, Perceived Parental Autonomy Support Scale (Bureau & Mageau, 2014) with 24 items, and Self-Talk Sca le (Brinthaupt, Hein, & Kramer, 2005) with 22 items were used to measure undergraduate students’ emotion regulation, parental autonomy support, and self-talk. The result revealed that undergraduate students had high emotion regulation, and perceived high parental autonomy support, and used highly self-talk. In this study, the result of Simple Mediation Path Analysis indicated that self-talk had significant direct effect on emotion regulation and parental autonomy support had both significant direct and indirect effect on emotion regulation. In this research, 33.18% of the variance in Emotion Regulation can be explained by the path model. 2021