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
2151 Mai Myo Myo San THE EFFECTIVENESS OF LANGUAGE LEARNING STRATEGIES TRAINING ON ENGLISH LANGUAGE ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS English is prescribed as a compulsory subject in Myanmar Education System. It is also significant in shaping students’ academic achievement. Therefore, to make secondary school students improve in English, it is needed to find different ways. Language learning strategies and their training models have been got a lot of attention and popularity in the field of English language learning. Therefore, a study was conducted as a training of language learning strategies to make improve English language achievement of secondary school students. As the sample of the study, a total of 51 secondary school students (38 males and 13 females) were chosen. To examine the effectiveness of language learning strategies training, a paired sample t test was used to analyse the data. According to the result, it was found that English language achievement of low achievement group improved significantly by training with language learning strategies used by high achievers. 2022
2152 May Thu Wint AN ANALYTICAL STUDY ON MULTIPLE INTELLIGENCES AND SELF-EFFICACY OF GRADE 10 STUDENTS The aim of this study was to investigate the effectiveness of multiple intelligences on self-efficacy of Grade 10 students from Yangon and Bago Regions. Quantitative data analysis was used in this survey. Multiple intelligences and self-efficacy questionnaires were applied. Multiple intelligences questionnaire consists of eight subscales (linguistic intelligence, mathematical intelligence, visual intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence and naturalist intelligence) and 80 items and self-efficacy questionnaire consists of 10 items. A total of 748 Grade 10 students (365 males and 383 males) from six Basic Education High Schools in Yangon and Bago Regions participated according to random sampling technique. Based on the results, the participants had higher interpersonal intelligence than other intelligences. The results of independent sample t test showed that male students were higher than female students in mathematical and naturalist intelligences and there was no significant difference in student’s self-efficacy by gender. With regard to subject combination, students with science combination (who were majoring in Biology) were higher than students with (science+arts) combination (who were majoring in Economics) in mathematical and naturalist intelligences. The findings of multiple regression analysis revealed that linguistic, mathematical, musical, interpersonal, intrapersonal and naturalist intelligences were significant predictors for self-efficacy. Therefore, the findings of this study shed light on the effectiveness of multiple intelligences. 2022
2153 Mya Pyae Sone Kyaw A CONFIRMATORY FACTOR ANALYSIS OF TEACHER EDUCATORS' PROFESSIONAL CAPITAL QUESTIONNAIRE In this study is to measure professional capital of teacher educators by using teacher professional capital questionnaire. The teacher professional capital questionnaire was developed by Hargreaves and Fullan (2012). Professional Capital Survey for Teacher measures the systematic development and integration of three types of capital – human, social, and decisional – with the teaching profession”. The original questionnaire comprised of 36 items that separated into the three dimensions (human, social, and decisional) with a 5point Likert Scale. The researcher adapted the response scale to a 4point Likert Scale used (1= strongly disagree, 2= disagree, 3= agree, 4 = strongly agree) to get for a firm decision by the respondents. The aim of the study was to validate the professional capital questionnaire in a sample of teacher educators from Education Degree Colleges by using confirmatory factor analysis (AMOS). A total 370 teacher educators from the Education Degree Colleges were selected to examine the psychometric properties of the scale. The results of the confirmatory factor analysis showed that the model fits with the three factors structure (TLI=0.904, CFI= 0.914, SRMR= 0.059, RMSEA=0.038, p=0.00). Besides, the convergent and discriminant validity and internal consistency = 0.860 supports the accuracy of the 28 items of professional capital questionnaire that use in Myanmar to measure professional capital of teacher educators. 2022
2154 Su Poe Phyu BRAIN DOMINANCE AND REFLECTIVE THINKING OF STUDENT TEACHERS ACROSS EDUCATION INSTITUTIONS The primary objective of this study was to investigate the student teachers? reflective thinking skill. In addition, to examine the brain dominance was of next interest. Design of this study would be cross -sectional in nature. This study conducted across Education Institutions in Myanmar. A total of 1004 student teachers from two Universities of Education and five Education Degree Colleges participated in this study. Brain Dominance Test (Hough, 2010), and Reflective Thinking Questionnaire (Kember et al., 2000) were used as the research instruments. Brain Dominance Test is composed of 50 questionnaires. Reflective Thinking Scale is composed of 16 items. It consists of four subscales such as habitual action, understanding, reflection and critical reflection. Brain Dominance Test and Reflective Thinking Scale coded by using five point Likert type scale, with 1=definitely disagree to 5=definitely agree. The results stated that 343(34%) of student teachers were found to be whole brain thinkers, and 532(53%) were definitely left brain thinkers and the rest 129(13%) were definitely right brain thinkers. Among 1004 participants, the majority of student teachers have average level of reflective thinking skill. Specifically, it can be said that first year student teachers have higher level of reflective thinking than second year student teachers. Most of the definitely leftbrain thinkers are in high level of reflective thinking group. Results indicated that there is a significant main effect of type of brain dominance on the reflective thinking of student teachers. Besides, reflective thinking of student teachers can differ depending on their gender and education level. 2022
2155 Su Thinzar Phyo DEVELOPMENT OF THE REFLECTIVE LEARNING QUESTIONNAIRE The capacity to reflect is recognized as one of the main generic competences and is of high importance in the context of pre-service teacher education. In Myanmar, there is a limit of readily usable questionnaire to explore whether student teachers engage in reflective learning. The purpose of this study was to develop the Reflective Learning Questionnaire of student teachers in Myanmar. A total of 500 student teachers participated in this study. To investigate the number of constructs and structure of reflective learning, exploratory factor analysis with Varimax Rotation was conducted. The exploratory factor analysis results revealed that reflective learning was influenced by the three factors: self-reflection on learning, connecting experience with knowledge, and critical reflection. The three-factored construct consisting of 26 items and explaining 50.394 % of total variance is obtained. Moreover, the internal consistency of the Reflective Learning Questionnaire was satisfying. Therefore, the Reflective Learning Questionnaire can use to measure reflective learning of student teachers. 2022
2156 Thae Phyu Phyu Nyein A STUDY ON CAREER SELF-EFFICACY AND TEACHING BEHAVIOR OF SENIOR ASSISTANT TEACHERS IN PYIN OO LWIN TOWNSHIP The main purpose of the study was to study on career self-efficacy and teaching behavior of senior assistant teachers in Pyin Oo Lwin Township. Descriptive research design and survey method were utilized to explore the teachers’ career self-efficacy and their teaching behavior. In this study, 102 Grade 10 teachers from the selected schools and 510 Grade 10 students from these schools were selected as the sample. Two questionnaires were used in the study: Teachers’ Career Self-Efficacy Questionnaire (TCSEQ), and Teacher Behavior Inventory (TBI). Results of the study revealed that there was a significant positive relationship between teachers’ career selfefficacy and teaching behavior. The independent sample t-test showed that significant differences were not found in career self-efficacy and teaching behavior of senior assistant teachers by gender and teaching subject. Furthermore, to examine the differences in teachers’ career selfefficacy and teaching behavior by school groups and teaching experience, ANOVA was conducted. These results showed that there were significant differences by school types and also revealed that teaching experience affected on career self-efficacy and teaching behavior of senior assistant teachers. The findings of this study provide opportunities for teachers and educators to engage in working environment and adequate information that can foster higher sense of efficacy. 2022
2157 Than Htay Soe THE EFFECTIVENESS OF POSITIVE PSYCHOLOGY INTERVENTION ON SUBJECTIVE WELL-BEING AND PSYCHOPATHOLOGY OF LOWER SECONDARY SCHOOL STUDENTS A model of mental health, dual factor model, imagines the status of mental health as a mixture of psychopathology and subjective well-being. To make lower secondary school students not only decrease their psychopathology in which externalizing and internalizing behavior but also increase subjective well-being including negative and positive affect and life satisfaction. Thus, to examine the effect of positive psychology intervention (PPI) program on students’ subjective well-being and psychopathology required. Therefore, this study was conducted as an investigation of the effectiveness of positive psychology intervention (PPI) on subjective wellbeing and psychopathology of grade 6 students. In this study, the equal number of boys and girls in Grade 6 (76 students) and 6 teachers in Grade 6 are participated. Pre-test post-test control group design and purposive sampling method were used. Experimental and control groups were assigned equally based on the results of pre-test. To improve students’ subjective well-being and to reduce psychopathology, the PPI was used in the experimental group. Results showed that participants in the experimental group showed significant lower level of psychopathology (the behaviors of externalizing and internalizing) and negative affect and higher levels of life satisfaction and positive affect than control group. Thus, it can be said that subjective well-being and psychopathology of lower secondary school students can be promoted and reduced by PPI program. 2022
2158 Thet Su Maung A STUDY ON THE EXECUTIVE FUNCTIONS OF YOUNG CHILDREN The main aim of the present study is to study the executive functions of young children. In this study, qualitative approach was used. The participants were 5 children (age 4-10) from Katha Township. Observation, reflection and performance-based tasks were used as the instruments in this study. The performance-based tasks are divided into three tasks; (a) Completion of mazes to measure working memory skills, (b) Head-Thigh-Toe (HTT) task to measure inhibition skills, and (c) Tasks that require sorting cards based on various criteria to measure cognitive flexibility (shifting) skills. The overall results showed that (4-10) year-old children’s executive functions start to develop and can be improved as much as they can. And then, there was no general pattern based on age or gender. This is an important finding because it highlights that difference in executive functions is not necessary due to age or gender. 2022
2159 Wah Wah Aye VALIDATION OF BASIC PSYCHOLOGICAL NEEDS AT WORK SCALE This study aimed at investigating whether the Basic Psychological Needs at Work Scale can be used to measure work motivation of teacher educators in Myanmar. Based on selfdetermination theory, the Basic Psychological Needs at Work Scale had been developed by Deci and Ryan (2000) to assess work motivation. It contains three subscales: autonomy (6 items), competence (7 items) and relatedness (8 items). The importance of the basic psychological needs for autonomy, competence and relatedness are the central concepts in understanding the motivational process going on in the workplace. The purpose of the study was to validate the Basic Psychological Needs at Work Scale in a sample of teacher educators from Education Degree Colleges. A total of 450 teacher educators from Education Degree Colleges participated in this study. The results of the confirmatory factor analysis indicated that the model fits with the three-factor structure model (RMSEA = 0.060., TLI = 0.903, CFI= 0.911, SRMR = 0.057, p < 0.001). Moreover, this study confirmed the convergent and discriminant validity of the scale. Furthermore, the internal consistency of scale and subscales were satisfactory results. Therefore, the Basic Psychological Needs at Work Scale is valid and reliable to measure work motivation of teacher educators in Myanmar. 2022
2160 Wint Wah Wah Tun CONSTRUCTING ENGLISH READING COMPREHENSION ABILITY TEST FOR HIGH SCHOOL STUDENTS BY USING AN IRT MODEL Although the mastery of reading comprehension in English is becoming more important day by day, a large number of students in Myanmar seem to suffer from poor reading comprehension. Appropriate assessment is the essential to assess the English reading comprehension ability of students so as to provide them with necessary feedbacks and instructions. So, the main aim of this study is to construct the standardized English Reading Comprehension Ability Test (ERCAT) for Myanmar High School students. In this study, descriptive survey design and quantitative approach was used. Snow and the RAND Reading Group’s (2002) Framework of Reading Comprehension was used as the primary framework for constructing the test in this study. Barrett’s Taxonomy of Reading Comprehension (Barrett, 1976) was used to define the cognitive demand level of the tasks included in the ERCAT. Initial item pool of the test consists of 74 items related to 25 reading passages of various lengths. Then, the pilot testing was conducted with 316 high school students from B.E.H.S Intagaw, Bago. Some items were revised and eliminated according to IRT calibration. The final version of the ERCAT included 40 items related to 15 reading passages. Then, as the field testing, the data was collected from 1026 high school students by using stratified random sampling technique. The results revealed that all items’ difficulties and discriminations were between the acceptable ranges. The empirical reliability of the ERCAT is 0.9354 and the maximum test information of the test I (?) was 19 at ? = 0.25. The test had smaller standard error across the ability scale from -1.25 to +1.75 and thus, the test was informative for the average ability range as it was predicted. 2022