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
2491 Ei Thinzar Ko1, Phyu Thwe Khaing2 HAPPINESS, DAILY STRESS AND PSYCHOLOGICAL HARDINESS AMONG ADOLESCENTS* The main purpose of the study is to explore happiness, daily stress and psychological hardiness among adolescents. A total sample of 350 students was randomly selected from Shwegyin Township, Bago Region (East). The population in the study included Grade Nine, Grade Ten and Grade Eleven students with the age between 13 and 18 years. In order to find out happiness, daily stress and psychological hardiness, Humboldt Happiness Scale - Adolescent Version (HHS-AV) developed by Reynolds (2011), A Shortened Version of the Adolescent Stress Questionnaire (ASQ-S) developed by Byrne, Anniko, Boersma, Wijk, and Tillfors (2018), and Dispositional Resilience Scale: A Short Hardiness Measure (DRS-15) developed by Bartone (2013) were used. Independent samples t-test results revealed that there was no significant difference in total happiness by gender. But there were significant differences in positive affect subscale and cheerfulness subscale of happiness by gender. Independent samples t-test results also revealed that there was significant difference in daily stress by gender. According to independent samples t-test results, there was no significant difference in total psychological hardiness by gender. But there was significant difference in challenge subscale of psychological hardiness by gender. ANOVA results pointed out that there were significant differences in happiness, daily stress and psychological hardiness by age and grade. The results of Pearson’s correlation showed that there were significant negative correlations between happiness and daily stress, daily stress and psychological hardiness. Furthermore, happiness was significantly and positively correlated with psychological hardiness. Again, multiple regression analysis showed that daily stress was significant negative predictor of happiness whereas psychological hardiness was significant positive predictor of happiness. It is hoped that the findings of the study will be useful to teachers, educators and parents to know the causes of daily stress and its negative impacts on adolescents and then find different nurturing ways to create happy and hardy adolescents. 2025
2492 Thet Su Maung1, Khin Hnin Nwe2, Myo Ko Aung3 THE RELATIONSHIP BETWEEN EARLY NUMERACY SKILLS AND EXECUTIVE FUNCTIONS OF GRADE 1 STUDENTS* The main aim of the present study is to assess the relationship between early numeracy skills and executive functions of Grade 1 students. In this study, descriptive survey method and quantitative research design were used. This study was conducted with a sample of 310 (150 males and 160 females) Grade 1 students from Selected Basic Education High Schools in Sagaing Township. The required sample was selected by using random sampling technique. Scale for Early Numeracy Skills of Grade 1 (ENS-G1) students and Behaviour Rating Inventory of Executive Functions (BRIEF) were used as the instruments. As a result of descriptive statistics, the early numeracy skills and executive functions of Grade 1 students were somewhat satisfactory. The result of independent samples t-test on the whole scale of the early numeracy skills and executive functions of Grade 1 students by gender revealed that there were no gender differences. ANOVA results showed there were no significant differences in executive functions for all age groups of Grade 1 students, but there were significant differences in early numeracy skills according to age at 0.05 level. Moreover, the results of independent samples t-test revealed that there were no significant differences for early numeracy skills of Grade 1 students by selected schools, but there were significant differences for executive functions of Grade 1 students by selected schools at 0.01 level. And then, there were significant differences by father’s education and mother’s education in both early numeracy skills and executive functions of Grade 1 students and it also revealed that the mean scores of graduated father’s and graduated mother’s children were significantly higher than non-graduated father’s and non-graduated mother’s children in executive functions. Finally, the results of Pearson correlation also showed that there was a significant positive relationship between early numeracy skills and executive functions of Grade 1 students. 2025
2493 Aye Aye Kyi Thant1 AN INVESTIGATION INTO SELF-CONFIDENCE AND ADJUSTMENT OF STAFF MEMBERS The main aim of this study is to investigate self-confidence and adjustment of staff members from University for the Development of the National Races of the Union (UDNR), Sagaing in 2021-2022 academic year. Survey research design and quantitative method were used in this study. The sample comprised 250 (Male=71 and female=179) staff members from UDNR. For research instruments, the staff members’ self-confidence was measured by using Self-Confidence Scale developed by Kelsey Evelyn Perkins (2018) and their adjustment was measured by using The Adjustment Inventory developed by Huch M. Bell (1934). In order to investigate the differences in self confidence and adjustment by gender, age, years of work experience, descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA) and Pearson’s Product-Moment Correlation were used. The results of this study showed that there were statistically significant differences in internal self-confidence subscale, social and emotional adjustment subscales and overall adjustment of staff members by gender. Besides, there was statistically significant difference in emotional adjustment subscale by age. Pearson’s Product-Moment correlation revealed that self confidence was significantly and positively correlated with adjustment (r = .307, p < 0.001). 2025
2494 Wint Wah Wah Tun1, San Win2 THE IMPACT OF METACOGNITIVE AWARENESS ON ENGLISH READING COMPREHENSION ABILITY OF HIGH SCHOOL STUDENTS The primary purpose of this study is to investigate the impact of metacognitive awareness on English reading comprehension ability of high school students. The explanatory sequential mixed methods design was used in this study. As the quantitative study, data were gathered from a total of 1241 Grade 10 students across Myanmar. The Metacognitive Awareness Inventory (MAI) developed by Schraw and Dennison (1994) and the English Reading Comprehension Ability Test (ERCAT) developed with the IRT calibration by the researcher were used as the research instruments. The results and findings of quantitative study pointed out the significant contribution of metacognitive awareness on the prediction of English reading comprehension ability. As the follow-up qualitative study, an appropriate metacognitive intervention program for the improvement of English reading comprehension ability was developed and conducted with a heterogeneous group of 30 high school students. The results pointed out that if the students became more metacognitively aware their reading process, they could plan, monitor and control their reading tasks better and consequently, their English reading comprehension ability have become improved after the intervention. This study highlighted the functioning of metacognitive awareness in improving cognitive processes including reading comprehension and thus, it can hopefully help educators and students in Myanmar by providing the innovative and effective ways of teaching and learning English as a foreign language to some extent. 2025
2495 Yinn Mar Saw1 AN INVESTIGATION INTO ACADEMIC ASPIRATION OF HIGH SCHOOL STUDENTS Academic aspiration has been a prominent topic within education for many years. Academic aspirations are related to long term academic outcomes, such as academic achievement (graduation from high school, college enrollment and completion) (Redd, Brooks & McGarvey, 2001). The primary purpose of this study was to investigate the academic aspiration (especially in science) of high school students. Then, to investigate whether there would be significant differences between gender, school and district on Grade 10 students’ academic aspiration were next interest. Descriptive survey research method and quantitative data analysis were used in this study. As a research instruments, Student Science Aspirations Questionnaire (SSAQ) developed by Dewitt et al., (2010) was applied. Student Science Aspirations Questionnaire (SSAQ) consisted of seven subscales with 34 items of 5-point Likert scale. The internal consistency coefficient (Cronbach’s Alpha) of academic aspiration was 0.906. A total of 820 Grade 10 students from four Government Schools and eight Privat+e Schools in four districts of Yangon Region participated in this study. The data collection was completed in the second week of January, 2016. In the analysis of data, descriptive statistics, independent sample t-test, Post Hoc test and one-way ANOVA were used in this study. The result of this study revealed that significant differences existed in the students’ academic aspiration by gender. But, significant differences in academic aspiration were not found to be by school and district. 2025
2496 Hsu Lei Yee Win1, Khin Pyone Yi2 THE EFFECTIVENESS OF HANDS-ON AND MINDS-ON ACTIVITIES IN PHYSICS LEARNING The main purpose of this study is to find out the effectiveness of hands-on and minds-on activities in physics learning of high school students. In this study, experimental research design (both qualitative and quantitative) was used. Sixty Grade Nine students from BEHS (2) Lanmadaw, Yangon were chosen as the participants of this study by using purposive sampling. The participants were divided into two groups: experimental group and control group. There were thirty students in each group. The four physics activities were constructed from Grade 9 Physics Curriculum (2017 2018 Academic Year). Before conducting intervention by using hands-on and minds-on activities, students were administered the pretest (comprised 50 multiple-choice items) in order to assess their achievement on prior knowledge in physics learning. After intervention, students took the posttest in order to determine their ideas, thinking and problem solving ability on physics learning. In this study, the observation checklist including ten items was developed for treatment verification. The results showed that the mean scores of control group (27.23) for pretest was slightly higher than experimental group (26.50). However, the results of t-test showed that there was no significant difference between experimental group and control group for pretest. On the other hand, the mean scores of experimental (36.77) for posttest was higher than that of control group (26.67). According to this study, the t-test result showed that there was a significant difference between two group for posttest. In control group, the mean scores of pretest and posttest were (26.20) and (27.70). And, the t-test result showed that there was a significant difference between pretest and posttest scores in control group. And then, in experimental group, the mean scores of posttest (36.77) was higher than that of pretest (26.50). Moreover, the results of t-test also showed that there was a significant difference between pretest and posttest of experimental group. Thus, the results can be concluded that the experimental group performed better than the control group because students in experimental group studied their physics lessons with hands-on and minds-on activities. 2025
2497 Win Win Nwe1 and Khin Hnin Nwe2 HIGH SCHOOL STUDENTS' MOTIVATED STRATEGIES FOR LEARNING AND STUDENT ENGAGEMENT The main purpose of this study was to investigate high school students' motivated strategies for learning and student engagement. Descriptive survey method and quantitative research designed were used. A total of 435 students (Grade10 and 11) from 5 districts in Yangon region. The Motivated Strategies for Learning Questionnaire (MSLQ) and Student Engagement Instrument (SEI) were used as the research instrument. The alpha value for MSLQ and SEI were (.757) and (.780) respectively. In this study, female had significant higher mean scores in motivated strategies for learning than male. And, STEAMS 1 (Bio:) students were significant higher mean scores in expectancy component than STEAMS 2 (Eco:) students. Then, STEAMS 2 (Eco:) students were significant higher mean scores in affect component than STEAMS 1 (Bio:) students. Moreover, students from school 5 were significant higher mean scores in motivated strategies for Learning than those from school 1, 2, 4 and 7. Again, female were significant higher mean scores in student engagement than male. And, there were no significant differences in student engagement by subject combination. But, STEAMS 2 (Eco:) students were significant higher mean scores in teacher-student relationships than STEAMS 1 (Bio:) students. Besides, students from school 5 were significant higher mean scores in student engagement than those from school 2 and 7. The results indicated that high school students' motivated strategies for learning were moderate positively related with student engagement (r= .672, p< 0.001). It can be said that the higher the high school students' motivated strategies for learning, the higher the student engagement. By the regression analysis, adjusted R2 was .519. The value, expectancy and resource management were the strong predictor of student engagement. This study could be used by Department of Basic Education (DBE) to support for improving high school students' motivated strategies for learning and student engagement. 2025
2498 Khin Aye Soe1, Khin Nyunt Nyunt Saw2 A VALIDATION STUDY OF THE EPISTEMOLOGICAL BELIEFS QUESTIONNAIRE This study aims to validate a questionnaire measuring the epistemological beliefs of school teachers. In order to study epistemological beliefs, the items were adapted from the questionnaires which are connecting with epistemological beliefs. Based on instruments, Epistemological Beliefs Questionnaire (EBQ), a five-point Likert type self-report questionnaire, is proposed and is investigated to show its validity in a random sample of 436 school teachers. Exploratory factor analysis showed that a five-factor structure of the epistemological beliefs composed of (1) belief in knowledge by experts, (2) belief in certainty knowledge, (3) belief in reasoning knowledge (4) belief in developing knowledge, and (5) belief in effort knowledge. Confirmatory factor analysis further confirmed the validity and reliability of epistemological beliefs as a five-factor construct. This Epistemological Beliefs Questionnaire (EBQ) can serve as a tool to evaluate the epistemological beliefs of school teachers. 2025
2499 Aye Pomo Chit1, May Cho Min2 AN INVESTIGATION INTO DISCIPLINARY PROBLEMS OF HIGH SCHOOL STUDENTS The prime purpose of this study was to explore the types, causes and actions of disciplinary problems among high school students. The survey research design was used. A total of 1099 students from eleven high schools and their teachers (N=152) was selected by using stratified sampling technique. Among the types of school disciplinary problems, ‘talking without permission’ stood first and the second one is ‘teasing others’ and the third rank is ‘laziness’. The results revealed that male students’ disciplinary problems were significantly higher than that of female students. In addition, the results indicated that there was no significant difference in students’ disciplinary problem by age, while there was significant difference in students’ disciplinary problem by district. Regarding the causes of disciplinary problems, peer-related factors rank as the main causes of school disciplinary problems. The findings revealed that male students were higher in school-related, peer-related and self-related factors than female in the causes of disciplinary problems. The results indicated that there was a significant difference in school-related factors by age, whereas there were significant differences in school-related factors and self-related factors by districts. Regarding the actions of school disciplinary problems, the actions such as sweeping the classroom and collecting rubbish in school compound rank as first and second. Moreover, the results indicated that male students were higher than female students in the actions of disciplinary problems. Furthermore, the results indicated that there were significant differences in the actions of high school students’ disciplinary problems by age and district. The results suggest that actions of disciplinary problems in high schools are not uniform but differ among students and as perceived by teachers across districts. Finally, the results of this study offered important implications for school counselling for students with disciplinary problems. 2025
2500 Shwe Sin Myint1, May Cho Min2 RELATIONSHIP BETWEEN VISUAL MEMORY AND ACADEMIC ACHIEVEMENT OF CHILDREN The main purposes of this study are to develop the Visual Memory Test, to investigate the level of children’s visual memory, to compare children’s visual memory by gender and regions, and to explore the relationship between visual memory and academic achievement of children. A total of 548 Grade 6 students were selected by using stratified sampling technique. Visual Memory Test developed by the researchers using IRT was used to measure visual memory of children. Then, Myanmar Achievement Test, English Achievement Test, Mathematics Achievement Test, Science Achievement Test, History Achievement Test and Geography Achievement Test developed by the researcher were used to examine academic achievement of children. The findings indicated that female students have higher level of visual memory than male students. Then, the ANOVA results revealed that there was a significant difference in visual memory by regions. Moreover, the findings stated that visual memory of children was positively correlated with their academic achievement. Furthermore, the results indicated that visual memory was a predictor of academic achievement, especially achievement in Myanmar, English, Mathematics and Science subjects. Therefore, it can be concluded that children with higher visual memory will perform better in their academic achievement. 2025