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
2161 Wit Yi Ei DEVELOPMENT OF A WORKING MEMORY TEST AND A WORKING MEMORY STRATEGIES PROGRAMME FOR MIDDLE SCHOOL STUDENTS In educational sectors, interest in working memory has been increasing in society because it can predict academic achievement and professional success. However, in Basic Education, there has been little discussion about the importance of working memory for students and the way to improve their working memory. To address this gap, a working memory test and a working memory strategies programme were developed for middle school students in Myanmar. Working Memory Test was developed based on Baddeley’s Working Memory Model. A total of 122 Grade 8 students (60 males and 62 females) from Magway Region participated in this study. Classical test theory (CTT) was applied in developing the working memory test. Then, developing a working memory strategies programme to train middle school students’ working memory is of interest. By applying what students know about how their memory works, teachers can concentrate on the learning aspects of the teaching-learning process. In addition, students’ working memory will be improved by applying working memory strategies systematically and, as a result, can enhance the teaching-learning process. 2022
2162 Yin Nyein Aye A CRITICAL ANALYSIS OF THE EFFECTS OF PARENTAL PSYCHOLOGICAL CONTROL ON INTERNALIZED BEHAVIORS OF HIGH SCHOOL STUDENTS The purpose of this study was to explore the effects of parental psychological control on internalized behaviors of high school students. A total of 480 high school students (240 males and 240 females) from 8 selected schools in Sagaing Region and 6 selected schools in Mandalay Region. The required sample was selected by using random sampling technique. Quantitative research approach was used in this study. Questionnaire survey method was used to measure parental psychological control and internalized behaviors of high school students. This study was conducted at Sagaing Region and Mandalay Region. As the research instruments, Psychological Control Scale-Youth Self- Report (PCS-YSR) by Barber (1996) and Psychological Control-Disrespect Scale (PCDS) by Barber et al., (2012) were used to measure parental psychological control and Child Behavior Checklist (Child–Report Form, Achenbach, 2001, revised form) was used to measure internalized behaviors of high school students. In the analysis of data, descriptive statistics, independent samples t-test, one-way ANOVA, Post Host Test, correlation and stepwise multiple regression analysis were used in this study. The overall results showed that most of high school students fell into moderate parental psychological control level group. The results revealed that gender difference was found on parental psychological control. Analysis of the results indicated that female students had high level of parental psychological control than that of male students. The result of ANOVA indicated that there were statistically significant differences among parental psychological control levels on internalized behaviors of high school students. 2022
2163 Zu Zu Tun Maw A CONFIRMATORY FACTOR ANALYSIS OF THE STUDENT BUOYANCY INVENTORY AMONG THE STUDENT TEACHERS The Student Buoyancy Inventory is a self-report survey instrument that measures the students' ability of navigating the academic challenges, setbacks and pressures of their everyday school life. The original scale to measure the academic buoyancy of the students had been developed by Martin and Marsh (2006) and it has 4 items only. Based on the Martin and Marsh (2010) theoretical framework, Comerford (2017) developed the revised scale. It contains 5 factors and 39 items according to the results of the exploratory factor analysis. The objective of the study is to validate the factor structure of the student buoyancy inventory in a sample of education degree college student teachers by using confirmatory factor analysis. The scale has five-factors involving 39-items with 4-point Likert scale. Data from 400 student teachers from the Education Degree Colleges were subjected to examine the psychometric properties of the scale. The results of the confirmatory factor analysis on the re-specified 30- items scale showed that the model fits with the five factors structure of the student buoyancy inventory (RMSEA = 0.50, TLI = 0.87, CFI = 0.90, p = 0.00). Besides, the convergent and discriminant validity and internal consistency supports the accuracy of the 30-items student academic buoyancy inventory to use in Myanmar Education Degree College Student Teachers. 2022
2164 Aye Su Nyein ???????????? “?????????????” ???????????????????????? ?????????* ?????????? ???????????? “?????????????” ??????????????????????????? ???????????????? ?????? ???????? ?????????? ?????????????????? ???????????????? ??????????????????? ??????????? ?????????????? ?????????? ???????????????????????????????????? ?????????? ???????????????? ?????????????? ????? ???????????????? ????????????? ???????????????? ?????????? ??????????????????????? ???????????? ????????????????? ???????? ?????????????????????? ???????????? ????????? ???????????????????????????? ????????????????????????????? 2022
2165 May Wint Thu ??????????????? ????????????????????????????????????? ?????????? (????-????)?????????? ??????????????? ??????????????????????????????? ????? ??????????? ???????????????? ?????????????????? (????)??????????? (????) ?????????? ???????????????????? ????????????? ????????????????? ????????????????????????? ???????? ????????????????? ?????????????????? ???????????????? ?????????????????? ?????????? ???????????????? ??????????????????? ?????????? ????????????????? ????????? ???????? ????????????????????????????? ????????????????????????? ????????? ?????????????????? ?????????????????? ????????????????????????????? ?????????? ???????? ??????????????? ??????????????????? ?????????? ???????????????? ????? ???????????????? ?????????????? ?????????????????? ???????????????????????? ??????????????????? ???????????????????? 2022
2166 Khin Thandar Kyaw ???????????????????? ???????????????? ??????????????? ?????????? ????????????????? ?????????????????? ??????????????????????? ???????? ????????? ????????????????????? ???????????????????????????? ?????????? ???????????? ???????? ????????????????????? ???????????????????? ?????????????????? ??????????????? ??????????? ???????????????????????? ??????????????????????? ?????????????????? ??????????????????????? ?????????????????? ???????????????????? ???????????????? ?????????? ??????? ??????????????????????????????? ????????????? ???????????????????? ??????????? ???????????????? ??????????? ?????????????? 2022
2167 Htet Htet Sein Win ??????????????? ??????????????? ?????????? ????????????????? ??????????????? ?????????????????? ????? ???????? ??? ???????????????????????? ???????????? ??????????????? ?????????????????? ??????????????(?)???????? ???????????????????? ???????????? ??????????????????????? ???????? ????? ???????????????????????? ???????????????? ?????????????? ??????????????????? ??????????????????? ????????????? ??????? ??????????????? ?????????????? 2022
2168 Soe Soe Naing ????????????????????????? ????????????????* ?????????? ????????????????????????????? ?????????????????? ???????? ????????? ????????????? ??????????????? ????????????????? ????????? ???????????? ???????????????? ???????? ?????????????????? ???????????? ??????? ????????????? ?????? ???????????????? ?????????? ???????????? ????? ???????????????? ??????????????????????? ?????????????????? ???????????? ????????????????? ?????????????????????????? ??????????????????? ???????? ?????? ?????????????????? ??????????????? ??????????????????? ??????????????? ?????????? ??????? ?????????????? ?????????????????? ??????????????????? ????????????? ?????????? ???????? ???????????? ?????????????? ?????????????? ??????????? ???????? ??????????????????? ?????????????????????? ??????????? ????????????????????????? ????????? ????????? ??????????? ???????????????? ?????????????????? ??????? ?????????????? ?????????? 2022
2169 Win Naing Oo ??????????????????????????????????? ????????????????????? ???????????????? ??????????????????????????????????? ????????????????????? ??????????????? ?????????????????? ??????????????????? ?????????????????? ????????????????????? ?????? ???????????????????? (UNESCO)? ??????? ?????????? ???????????????????????????? ????????????????? ????????????????? ???? ?????????????????????? ??????????????? ????????? ????????????????? ????????????????????? ???????????????????????? ???????????????????? ?????? ??????????????? ???????????????????????????? ?????????? ??????????? ??????? ??????????? ????????????????? ????????????????????? ????????????????? ????????? ??????????????? ???????????????????????????? ??????????? ?????????? ????????????? ????????????? ???? ????????????????????? ?????????? ??????????????????? ????????? ?????????????????? ?????????? ?????????????? ???????????? ?????????????????????????? ???????????????????? ????????????? ??????????????? ????????????? ???????????????? ????????????????? ???????????????? ???????????? ?????????????? ?????? ????????????????????? ?????????????????????????????? ?????????????????????? ?????????????????????????????????? ?????????? ???????????? 2022
2170 Mya Mya Win ??????????????????????? ????????????????????? ????????? ?????????? ??????????????????????? ???????????????????????? ????????? ??????????? ???????????????????????? ????????????????????? ????????? (????)? ????????????? (???? ????? ????) ????? ??????? ??????????? (????)???? ??????????? ???? ?????????????????????? ?????????? ??????? ????????????? ?????????????????????? ?????????????????????? ??????????? ?????????????????????? ?????????????????? ???????????????????? ???????????? ?????? ???????????? ?????????????? ???????? ????????????? ?????????????????????? ?????????? ???????????? ?????????????????? 2022