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
2501 May Thu Myint Kyi1, May Cho Min2 SCHOOL-RELATED SOCIAL SUPPORT AND PERCEIVED SCHOOL SATISFACTION AMONG ADOLESCENTS School satisfaction is a major aspect of adolescents’ quality of life. It is important in and of itself and adolescents have a right to feel good about themselves and the institutions in which they function. The main purpose of this study is to investigate the effect of school-related social support on perceived school satisfaction among adolescents. A total of 320 adolescents participated in this study. Regarding gender, the findings indicated that female students were higher in school satisfaction than that of male students. There was a significant gender difference for adolescents’ perceived school satisfaction. And then, there was no significant difference in perceived school satisfaction by grade. The result pointed out that there was no significant gender and grade difference for adolescents’ school-related social support. The results indicated that school-related social support by teachers and school-related social support by classmates were positively correlated with school satisfaction of adolescents. The results revealed that perceived school satisfaction was explained by school-related social support by teachers and classmates. The findings indicated that school-related social support by teachers was the most significant factor in predicting adolescents perceived school satisfaction of adolescents. 2025
2502 Khin Myo Aye1, Ei Thinzar Ko2 A STUDY ON SOCIAL-CONNECTEDNESS IN ADOLESCENTS The primary purpose of this study was to investigate social-connectedness in adolescents. A total of 300 adolescents (127 males and 173 females) from two high schools in the Yangon Region participated in this study. The descriptive survey research method was applied and quantitative data analysis was executed in this study. As the instrument, the Student Sense of Connectedness Scale (SSCS) questionnaire was used. Adolescents’ social-connectedness was significantly different by gender and school. There was no statistically significant difference in the sense of belonging with peers by gender. There was a statistically significant difference in teacher support, fairness and respect and engagement in community by gender at 0.05 level. There was a statistically significant difference in relatedness of self with school and academic engagement by gender at 0.001 level. There was no statistically significant difference in engagement in community and academic engagement by school. There was a statistically significant difference in teacher support, the sense of belongingness with peer and relatedness of self with school by school at 0.01 level. There was statistically significant difference in fairness and respect by school at 0.001 level. It can be concluded that adolescents are close, cared for and connected to others. 2025
2503 Yupar Myint1, May Ko Ko Lwe2 TEACHING AND RESEARCH APTITUDE OF BEd AND MEd STUDENTS IN YANGON UNIVERSITY OF EDUCATION Teachers are the backbone of every society and they play a vital role in nurturing the mind of the young child. Teachers in this era are research oriented. If the lower aptitude is possessed, the lower the probability of achievement will be gained. Therefore, this study investigated teaching and learning aptitude of BEd and MEd students in Yangon University of Education (YUOE). By using stratified random sampling technique, 246 students were chosen for this study. A descriptive survey design was utilized. Teaching and research aptitude test including teaching aptitude, research aptitude and general knowledge was applied in this study. The results revealed that the research aptitude of those students was the lowest among teaching aptitude and general knowledge in this study. 2025
2504 Nu Nu Yee1, Tin Mar Naing2, Si Thu Hein3 A STUDY ON ACADEMIC SELF-CONCEPT OF FIRST YEAR STUDENT TEACHERS The primary purpose of this study was to investigate the academic self-concept of first year student teachers in Yangon University of Education. The descriptive survey research method was applied and quantitative data analysis was executed in this study. As the research instrument, the three dimensions of the academic self-concept questionnaire developed by Liu and Wung (2005) was applied in this study. A total of 19 items with three dimensions: academic motivation, academic persistence and academic ability were involved. The total of 300 first year student teachers (150 males and 150 females) from Yangon University of Education. Independent sample t-test and ANOVA results revealed that student teachers’ academic self-concept differed depending on gender, subject stream, father’s job and mother’s job. The female student teachers were higher in self concept than male student teachers. Student teachers who were in arts and science were better than those with science subject stream in academic motivation. In addition, student teachers whose father’s job in self-employed was better than those with random academic persistent. Student teachers’ mother jobs as house keeper were better than those with government staff and self employed in academic motivation. 2025
2505 Phyu Phyu Aung1, Khin Hnin Nwe2 PARENT-ADOLESCENT CONFLICT AND PSYCHOLOGICAL WELL BEING AMONG EDUCATION DEGREE COLLEGE STUDENT TEACHERS The main purpose of this study was to investigate parent-adolescent conflict and psychological well being among education degree college Student Teachers. The quantitative research design and survey method were used in this study. A total of 700 (male=226 and female=474 student teachers were randomly chosen from HPEDC, MEDC, YEDC and TEDC. Quantitative, descriptive research design and survey method were used in this study. The questionnaires were used to collect demographic information of the participants such as gender, education level, subject combination and college. Parent-adolescent Conflict questionnaire, the students adopted to parent-adolescent conflict scale; developed by Wohabie Birhan (2007) consisting of 32 items was used to measure parent-adolescent conflict of Education Degree College students and psychological well-being scale (PWB) consisting of 42 items was applied to measure the psychological well-being of Education Degree College Student Teachers. Both the descriptive and independent samples t test and ANOVA were carried out. The result of independent samples t test showed that there was significant difference in parent-adolescent conflict by gender, education level. Female student teachers had significantly higher than that of male student teachers in parent-adolescent conflict. ANOVA showed that there was significant difference in parent-adolescent conflict by college. This study found that there was no significant difference on parent-adolescent conflict of student teachers by subject combination. And Psychological Well-being scale (PWB) developed by Ryff (2014) was used. The result of t test showed that there were no significant differences in psychological well being by gender, education level. But the result of ANOVA showed that there was significant difference in psychological well-being by college. The study found that there was no significant difference in psychological well-being by subject combination. And, the result of correlation analysis revealed that parent-adolescent conflict and psychological well-being was significantly correlated. 2025
2506 Khin Khin Thant1 TEACHING APTITUDE OF PRE-SERVICE TEACHERS FROM SAGAING UNIVERSITY OF EDUCATION Pre-service teachers are the energy of today, the bright hope of the future and the key persons in promoting the educational system. Pre-service teachers’ aptitude is an important characteristic to success in teaching. The main aim of the study is to investigate teaching aptitude of pre-service teachers. Moreover, the present study was conducted to find out the differences in teaching aptitudes of pre-service teachers according to gender, grade and age. In this study, the descriptive survey method was used and the samples were a total of 200 pre-service teachers from Sagaing University of Education. There were 100 first year pre-service teachers (50 Males and 50 Females) and 100 fifth year pre-service teachers (50 Males and 50 Females). The participants were selected by using the random sampling technique. Teaching Aptitude Questionnaire developed by Jain & Vishitha (2011) was utilized to measure their aptitudes. This questionnaire consists of three factors that affect teaching aptitudes; teacher perception of teacher effectiveness, attitude towards teaching profession and teaching interest. According to descriptive statistics, pre-service teachers from Sagaing University of Education had satisfactory teaching aptitude. The descriptive results showed that female teachers possessed more teaching aptitude than male teachers. It was found that fifth year pre-service teachers had higher teaching aptitude compared to first year pre-service teachers. The results indicated that aged pre-service teachers possessed better teaching aptitude than younger pre-service teachers. Based on the analysed results, conclusion, discussion and recommendations were made. 2025
2507 Chaw Su Win1, Khin Hnin Nwe2 ACADEMIC MOTIVATION AND COLLEGE ADJUSTMENT OF STUDENT TEACHERS FROM EDUCATION DEGREE COLLEGES The main purpose of this study is to investigate academic motivation and college adjustment of student teachers from selected Education Degree Colleges. A total of 700 student teachers (Male=209, Female=491) from selected Education Degree Colleges were selected randomly in this study. Quantitative, descriptive research design and survey method were used in this study. The questionnaires were used to collect demographic information of the participants such as gender, subject combination, year and colleges. The Academic Motivation Scale by Robert J. Vallerand, Luc G. Pelletier, Marc R. Blais, & Nathalie M. Briere (1989) ) was used to measure academic motivation of Education Degree College students. Both descriptive and inferential statistics such as t test and ANOVA were carried out. The t test result revealed that there was no significant difference in academic motivation by gender (t=-1.533,p?0.05). And them, the t test result revealed that there was significant difference in academic motivation by year (t=3.044,p<0.01). According to ANOVA result, there was no significant difference in academic motivation by subject combination (F=.632, p?.532). There was significant difference in academic motivation by colleges (F=11.493, p<.001). And College Adjustment questionnaire, the Student Adaptation to College Questionnaire (SACQ); developed by Baker & Siryk, 1984, 1999) was used to measure college adjustment of Education Degree College student teachers. Both descriptive and inferential statistics such as t test and ANOVA were carried out. The t test result revealed that there was no significant difference in college adjustment by gender (t=1.067, p?0.05). The t test result revealed that there was significant difference in college adjustment by year (t=3.728, p<0.001). According to ANOVA result, there was no significant difference in college adjustment by subject combination (F=.430,p?.650). There was significant difference in college adjustment by colleges F=24.767, p<001). And, the result of correlation analysis revealed that academic motivation and college adjustment was significantly correlated. 2025
2508 Aye Swe Htun1, Su Myat Aye2 AN INVESTIGATION INTO CHILDREN’S PERCEPTION ON INTER PARENTAL CONFLICT AND SELF-ESTEEM The main purpose of this study was to investigate children’s perception of inter-parental conflict and self esteem. Descriptive survey research method was applied and quantitative data analysis was executed in this study. For inter-parental conflict, three instruments with 65 items were used. For self-esteem, two instruments with 58 items were used. A total of 843 students from basic education schools (435 males and 408 females) were randomly selected. Grade 6 & 7 students in Shan State, Mandalay Region and Magway Region were examined. The descriptive statistics, the independent sample t-test and one-way ANOVA were conducted. Besides, Post-Hoc test, Pearson’s Product-Moment correlation, and regression analysis were undertaken. According to descriptive statistics, children’s perception of inter-parental conflict was quite prominent and their self-esteem was relatively high. Based on the result of the independent sample t-test, there was no significant difference in children’s perception of inter-parental conflict and self-esteem according to gender and grade. According to the result of One-way ANOVA, there was no significant difference in children’s perception of inter-parental conflict and self-esteem. The result of Pearson’s Product Moment correlation showed that there was a significant relationship between children’s perception on inter-parental conflict and their self-esteem. Regression was conducted to investigate the best prediction of self-esteem scores. 2025
2509 May Soe Aung1, Yar Zar Chit2 RELATIONSHIP BETWEEN SELF-DIRECTED LEARNING READINESS AND LEARNING STYLES OF SELECTED EDUCATION DEGREE COLLEGE STUDENTS The main purpose of this study was to explore the relationship between the self-directed learning readiness and learning styles of education degree college students. The study adopted a descriptive research design and employed with a survey method. A total of 310 (male = 125, female = 185) students from 5 selected education degree colleges were selected as participants by using simple random sampling technique. As research instruments, Self-directed Learning Readiness Scale (SDLRS) developed by Fisher (2001) and Student Learning Style Scale (SLSS) developed by Grasha and Riechmann (1996) were used to assess self-directed learning readiness and learning styles of students. The results revealed that self-directed learning readiness of education degree college students was found to be satisfactory. In addition, significant differences were not found in self-directed learning readiness of education degree college students by their gender and college. Concerning learning styles, the results showed that the most dominant learning style of education degree college students was collaborative learning style. The results of chi-square test confirmed that there was a significant gender difference in the preferred learning styles of education college students (?2 = 21.163, p < 0.01). It was also stated that there was a significant difference on the learning styles of students relating to their education colleges (?2 = 42.093, p < 0.01). Finally, the association between the level of self-directed learning readiness and learning styles of education college students was confirmed by conducting a chi-square test (?2 = 52.53, p < 0.001). Therefore, this study can provide some innovative ideas to the teachers and educators in developing the self directed learning readiness and excellent learning styles of students as well as it provides the valuable suggestions and directions for their more effective teaching-learning processes. 2025
2510 Tin Mar Naing1, Myo Ko Aung2 & Khaing Nyein Thant3 THE RELATIONSHIP BETWEEN GRATITUDE, FORGIVENESS AND SUBJECTIVE WELL-BEING OF STUDENT TEACHERS FROM UNIVERSITIES OF EDUCATION IN MYANMAR The main purpose of this study was to investigate the relationship among gratitude, forgiveness and subjective well-being of the student teachers from Universities of Education in Myanmar. The study conducted a survey research design and employed with a quantitative method. As the research instruments, gratitude questionnaire adapted by Bernabé-Valero et al., (2014), forgiveness scale developed by Thompson et al., (2005) and the Subjective well-being Inventory (Nagpal & Sell,1992) modified by Sukhmeet and Rakesh, (2019) were applied. A total of 1200 student teachers (600 males and 600 females) were randomly selected from Universities of Education in Myanmar. The Pearson product-moment correlation results revealed that positively significant relationship (r=0.413. p<0.01) was found between gratitude and subjective well-being and positively significant relationship (r=0.331,p<0.001) was found between forgiveness and subjective well-being. The results of this study revealed that student teachers who have high gratitude and good forgiveness may experience better subjective well-being level. Moreover, forgiveness effected as the mediation role on the relationship between gratitude and subjective well-being. Finally, this study suggested that the student teachers should try to improve gratitude and forgiveness for better level of subjective well-being. Therefore, it was vital to emphasize the student teachers’ gratitude, forgiveness and subjective well-being. 2025