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
2141 Khin Khin Thant PERCEIVED SOCIAL SUPPORT AMONG PRE-SERVICE TEACHERS IN SAGAING UNIVERSITY OF EDUCATION The main purpose of this study was to study perceived social support of pre-service teachers in Sagaing University of Education. The study conducted descriptive research design and quantitative survey method. The participants in this study were 360 pre-service teachers including 180 males and 180 females from Sagaing University of Education. In this study, the student’s perceived social support was assessed by using Interpersonal Support Evaluation List (ISEL) Questionnaire including 4 subscales: appraisal support, tangible support, self -esteem support and belonging support. The whole scale of Interpersonal Support Evaluation List (ISEL) Questionnaire indicated satisfactory internal consistency with Cronbach’s alpha = 0.88. And data analysis, descriptive statistics, independent sample t-test were used in this study. Concerning dimensions of perceived social support, there was significant difference only in tangible support and self-esteem support by gender at p<0.01 and p<0.05 levels. It was found that males had higher tangible support than females whereas females had higher self-esteem support than males. Afterwards, fifth-year students had higher perceived social support than first-year students. The result highlighted that the more matured the students were, the more perceived social support they had. The t-test result showed that there was significant difference in tangible support and belonging support by grade at p<0.01 and p<0.05 levels. It may be due to the fact that as fifth-year students were aged, they can communicate with the people well and have more experiences on the social activities. 2022
2142 Lwin Lwin San SOCIAL SUPPORT, HARDINESS AND JOB SATISFACTION OF TEACHER EDUCATORS The main aim of this study was to analyze the social support, hardiness and job satisfaction of teacher educators in Education Degree Colleges. In this study, a total of 62 participants of the analyze were selected by using random sampling technique. Descriptive research design and survey method were used in this study. Hardiness Test consisting of 50 items developed by Suzanne Kobasa (1996) (Cronbach’s alpha = 0.81) was used to measure the hardiness of teacher educators. The t test result revealed that there was no significant difference in hardiness by gender. And, the Interpersonal Support Evaluation List (ISEL) consisting of 40 items developed by Cohen & Hoberman (1983) (Cronbach’s alpha = 0.631-0.847) was used to measure social support of teacher educators. The results of t test showed that there was no significant difference in social support by gender. Moreover, Teacher Job Satisfaction Questionnaire (TJSQ) developed by Lester (1982) (Cronbach’s alpha = 0.93), was used to analyze the job satisfaction among teacher educators. It encompassed 66 items in 9 subscales. The t test result revealed that there was no significant difference in job satisfaction by gender. To find out the relationships of social support, hardiness, social support and job satisfaction, Pearson product- moment correlation coefficient was used. According to the result, there were statistically significant correlation at the 0.01 level (2-tailed). The simple mediation path analysis was used to explicate the underlying mechanisms of the relationship between social support (IV) and job satisfaction (DV) through hardiness (Mediator). According to the result, Consistent Partial Mediation Model was found. Hardiness had significant direct effect on job satisfaction. Then, social support had significant direct effect on job satisfaction, and also significant indirect effect on it through hardiness as a mediator. 2022
2143 Mi Mi SELF-COMPASSION AND CONFLICT RESOLUTION OF STUDENT TEACHERS IN MANDALAY EDUCATION DEGREE COLLEGE The main aim of this study was to investigate self-compassion and conflict resolution of student teachers in Mandalay Education Degree College (2020-2021AY). A total of student teachers (Male=22, Female=48) from Mandalay Education Degree College was randomly selected in this study. Descriptive research design and survey method were used in this study. Self- Compassion Scale consisting of 41 items developed by Neff (2003a) (Cronbach’s alpha = .781) was used to measure the Self- compassion of student teachers. The independent samples t test result revealed that there was no significant difference in Self- compassion by gender and subjects. And, Conflict Resolution Questionnaire consisting of 40 items developed by Jock McClellan (1997) (Cronbach’s alpha = 0.772) was used to measure the student teachers from Mandalay Education Degree College. The results of independent samples t test showed that there were no significant differences in conflict resolution by gender and subject. There was moderately positive correlation between self-compassion and conflict resolution. 2022
2144 Ohmmar Win TEACHING APTITUDE AND TEACHING COMPETENCY OF STUDENT TEACHERS The main purpose of this study was to investigate the teaching aptitude and teaching competency of student teachers. Moreover, the present study was to examine the differences in teaching aptitude and teaching competency in terms of gender, reason of professional selection, subject stream and the relationship between teaching aptitude and teaching competency. The descriptive research design and quantitative survey method were used. A total of 101 fifth year student teachers (male=26, female=75) was chosen from Sagaing University of Education by using simple random sampling technique. In this study, Teaching Aptitude Test Battery (TATB) developed by Karim and Dixit (1986) consisting of 80 items was used to measure teaching aptitude and General Teaching Competency Scale (GTCS) developed and standardized by Passi and Lalita (2011)) consisting of 21 items to measure teaching competency of student teachers. The reliability coefficients of Teaching Aptitude Test Battery (TATB) and General Teaching Competency (GTCS) were 0.964 and 0.918 respectively. According to the descriptive statistics, student teachers from Sagaing University of Education were satisfactory on teaching aptitude and teaching competency. The result of independent samples t test showed that there were no significant differences in teaching aptitude and teaching competency by gender. Furthermore, there was no significant differences in teaching aptitude but there were significantly differences in teaching competency by reason of professional selection. The result of ANOVA showed that there were no significant differences in teaching aptitude and teaching competency by subject stream. The Pearson Product-Moment Correlation result revealed that there were significant positive relationships between teaching aptitude and teaching competency. It can be concluded that those who have high teaching aptitude are also high in teaching competency. Finally, the regression analysis indicated that 30% of teaching competency can be predicted from teaching aptitude. 2022
2145 Pa Pa Nyein PRETEND PLAY AND DIVERGENT THINKING OF PRESCHOOL CHILDREN The primary purpose of this study is to examine pretend play and divergent thinking of preschool children. The sample consists of 60 preschool children (26 males and 34 females) from Sagaing District and Pyin Oo Lwin District. The preschool children were randomly selected. Descriptive research design and survey method were used in this study. Affect in Play Scale – Preschool version was used to measure pretend play of preschool children. The Multidimensional Stimulus Fluency Measure was used to measure divergent thinking of preschool children. The data were analyzed by calculating descriptive statistics, independent sample t test and Pearson-Product Moment Correlation. According to results, there were significant differences in dimensions of pretend play by age. Then, female preschoolers were higher than male in pretend play, imagination, elaboration and positive affect. Then, females express fewer themes of negative affect in their pretend play than males. There were no significant differences in fluency and novelty scores of divergent thinking by gender. There was a significant difference in divergent thinking fluency score by age. Finally, there was significant positive correlation between pretend play and divergent thinking. 2022
2146 Ei Thinzar Ko AN ANALYTICAL STUDY OF THE EFFECT OF CLASSROOM EMOTIONAL CLIMATE ON MOTIVATING LEARNERS The main aim of the present study is to explore the effect of classroom emotional climate on motivating learners. The specific objectives are to explore the emotional climate of students in classroom, to assess students’ motivational orientations, to investigate the effect of classroom emotional climate on motivation. In this study, descriptive survey design was used. Data were collected from about 1932 high school students by using stratified random sampling technique. What Is Happening in this Class? (WIHIC) Questionnaire and Motivated Strategies for Learning Questionnaire (MSLQ) were used as the instruments in this study. The overall results showed that most of high school students fell into moderate classroom emotional climate level group. Data analysis involved the use of descriptive and inferential statistics. The results revealed that female students possessed better classroom emotional climate than male students. According to the t-test result, female students have more motivation than male students. The results of ANOVA pointed out that there were statistically significant difference among classroom emotional climate levels on motivation at 0.001 level. The result of correlation showed that classroom emotional climate was positively correlated with motivation. Teacher support, involvement, investigation, task orientation, cooperation, and equity were key predictors on motivation. However, student cohesiveness and teacher support were not significant predictors on motivation. 2022
2147 Hnin Nandar Aye AN EXPLORATORY FACTOR ANALYSIS INTO PROFESSIONAL PRIDE OF IN-SERVICE TEACHERS The purpose of this study is to explore the factors influencing the professional pride of in-service teachers. Sample 300 in-service teachers from selected basic education schools participated in this study. Professional Pride Questionnaire (Williams & DeSteno, 2009) and Professional Pride Questionnaire (Ehtesham, Muhammad, 2011 & Mangkau, 2013) will be used as research instruments of this study. Based on the literature review, Professional Pride Questionnaire (PPQ) was categorized by seven subscales: (1) Structure of Pride, (2) Teachers’ Job Involvement, (3) Teachers’ Career Identity, (4) Teachers’ Career Planning, (5) School Personal Opinions, (6) School Programs and (7) School Policy. According to the exploratory factor analysis results, professional pride questionnaire (PPQ) was influenced by three factors: (1) Structure of Pride, (2) School Programs and (3) Teachers’ Job Involvement. There may be more benefits in conducting a longitudinal study using both quantitative and qualitative research methods. 2022
2148 Hnin Wai Wai Htet ACHIEVEMENT GOALS, APPROACHES TO LEARNING AND ACHIEVEMENT OF GRADE 1 STUDENTS The primary purpose of this study was to investigate achievement goals, approaches to learning and achievement of Grade 9 students. Then, this study was to explore the mediating effects of approaches to learning between achievement goals and achievement of Grade 9 students. Descriptive survey method and quantitative data analysis were applied in this study. A total of 600 Grade 9 students (288 males and 322 females) were selected form Yangon Region and Nay Pyi Taw Council Area. Student achievement goals were examined by achievement goals inventory (AGI) and student approaches to learning were examined by approaches to study skills inventory for students (ASSIST). Results showed that Grade 9 students oriented both mastery goal and performance goal for their learning tasks. Concerning with the learning approaches of Grade 9 students, results revealed that Grade 9 students endorsed deep approach and strategic approach more than surface approach for their learning tasks. Next, results of t test revealed that there were significant gender differences in achievement goals (mastery goal and performance goal) and also in the strategic approach. Lastly, hierarchical multiple regression analysis was conducted to examine the mediator effects of the three approaches to learning. The results revealed that approaches to learning (strategic approach and surface approach) have a mediating effect between achievement goals and achievement. In addition, the findings of bivariate and partial correlations also indicated that strategic and surface approaches are mediators due to sizeable decrease in the partial correlations as compared to the bivariate correlations. 2022
2149 Khin Khin Phyo Han Oo DEVELOPING CULTURAL INTELLIGENCE TEST FOR BASIC EDUCATION TEACHERS IN MYANMAR The main aim of this study is to develop cultural intelligence test for basic education teachers in Myanmar. A total number of 620 teachers (92males and 528 females) from Mandalay Region, Yangon Region and Ayeyarwaddy Region participated in this study. The participants were collected by using random sampling method. Test items were received from “Diagnosing your cultural intelligence” of Christopher Earley and Elaine Mosakowski (2004), “Cultural intelligence scale” of Ang et al. (2007) and “11-dimension Expanded CQ scale” of Van Dyane et al.(2012).Cultural Intelligence test consists of four factors; mecognitive, cognitive, motivational and behavioural. Pilot testing was done with the sample of 50 basic education teachers from Madaya Township in Mandalay Region. In this pilot testing, 67 items was contained. After that, Cronbach alpha was conducted. According to the results, Cronbach alpha value for Cultural Intelligence Test was 0.95 and cronbach alpha values for each dimension were also high. Then, field testing was conducted with 620 basic education teachers from selected Regions. Exploratory factor analysis and confirmatory factor analysis have been used to analyze the data. After loading exploratory factor analysis, four items which are not correlated with any factors are removed. Cultural Intelligence test, a fourfactored construct consisting of 63 items explaining 43.351 % of total variance is obtained. According to the result of confirmatory factor analysis, its reliability and validity is also good enough to be used as an instrument to study cultural intelligent of basic education teachers. 2022
2150 Lei Yin Win EFFECT OF PERSONAL CHARACTERISTICS OF STUDENTS AND THEIR HOME ENVIRONMENT ON ACADEMIC ACHIEVEMENT AT BASIC EDUCATION HIGH SCHOOLS IN MYANMAR The present study provided an examination of the effect of personal characteristics of students (Academic Self-efficacy, Academic Motivation) and their home environment (Parental Involvement, Socio-Economic Status) on academic achievement of students at Basic Education High Schools in Myanmar. A total of 1309 Grade-11 students from 15 government schools and 3 private schools in 6 Regions and States. Academic self-efficacy scale and academic motivation scale which had Cronbach’s alpha of 0.929 and 0.839 were used to assess student personal factors and parental involvement questionnaire which had Cronbach’s alpha of 0.889 and socio-economic questionnaire were used to assess home environment. Before executing discriminant analysis, data were firstly screened for outliers and then, assumptions for discriminant analysis were checked. Group statistics showed that there were mean differences among all the student and parent factors under the categories of high, average, and low achieving groups. ANOVA table revealed all the student and parent factors were reliable discriminators of the high, average, and low achieving groups. The conducted discriminant analysis was a three-group analysis, and therefore, two discriminant functions were obtained. Discriminant function 1 was statistically significant with Wilks’ Lambda = .42, chi-square = 398.86 at p < .001 while Function 2 was statistically significant with Wilks’ Lambda = .91, chi-square = 13.64 at p < .001. Standardized canonical discriminant function coefficients and structure matrix revealed that students’ academic achievement was mainly determined by socio-economic status and parental involvement and contributed 39.69 %. Academic self-efficacy and academic motivation contributed additional 8.41% to students’ academic achievement. The discriminant model classified correctly 77.3 % of students as high achievers, 10.8% of students as average achievers, and 74.7% of students as low achievers respectively. A total of 60.9 % of teachers were correctly classified into three groups with 60.2% of cross-validated grouped cases were correctly classified. 2022