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
2511 May Zin Hein1, San Win2 ANXIETY AND READING COMPREHENSION IN ENGLISH OF EDUCATION DEGREE COLLEGE STUDENTS The main purpose of this paper is the relationship between anxiety and reading comprehension in English of education degree college students. It was intended to compare the anxiety and reading comprehension in English of education degree college students from Mawlamyine Education Degree College, Yankin Education Degree College, and Thingankyun Education Degree College. This study also aimed to find out the gender differences and education level differences in anxiety and reading comprehension in English of education degree college students. The quantitative approach was used in this study. A total of 300 (150 males and 150 females) first-year and second-year student-teachers participated in this study. The Foreign Language Classroom Anxiety Scale (FLCAS) designed by Horwitz et al. (1986) consists of 33 items, the Foreign Language Reading Anxiety Scale (FLRAS) designed by Saito et al, (1999) consists of 20 items, and Reading Comprehension Test item designed by Cynthia Sherwood (n. d.) consists of 6 questions were used in the instruments (the item types were completion, short answer items, multiple-choice item, matching and essay type). Cronbach's alpha for the Inventory of (FLCAS) was 0.758. Cronbach's alpha for the Inventory of (FLRAS) was 0.751. In this study, no significant difference was found in language anxiety and reading anxiety by gender and education level. Anxiety and reading comprehension in English were significantly correlated at the 0.01 level. These results suggested that students with language anxiety tend to have reading anxiety. Decreasing students’ anxiety and creating a low-anxiety classroom environment might help improve students’ reading comprehension. Since reading anxiety seems to be a more stable construct as compared to language anxiety, coping with reading anxiety may require more time. 2025
2512 Aung Ko Min1, Tin Mar Naing2 A STUDY ON TEACHER SELF-EFFICACY OF IN-SERVICE TEACHERS IN TAIKKYI DISTRICT The main aim of this study was to investigate teacher self-efficacy of in-service teachers in Taikkyi District. This study was conducted by using the descriptive research design and survey method. Among the types of survey studies, a cross-sectional survey was used. Teachers’ self-efficacy for teaching was examined by using a questionnaire survey method. The sample of the present study was 355 in-service teachers (107 Primary Assistant Teachers, 148 Junior Assistant Teachers and 100 Senior Assistant Teachers) in Taikkyi District. In this study, Teacher Self-Efficacy Scale (TSE) designed by Albert Bandura (1997) was used. The reliability coefficient of TSE was 0.90. Based on the descriptive analyses of teachers’ self-efficacy, the teachers in this study were identified into three groups, 16.6% of teachers were considered high group, 69.3% of teachers were grouped into a moderate group; and the remaining teachers of 14.1% were identified as a low group. According to the results of this study, there were no significant differences in teacher self-efficacy of in-service teachers by gender, age, marital status, and teaching subjects, whereas there was a significant difference in teacher self-efficacy of in-service teachers by designation. Among these subscales, there were significant differences on instructional self-efficacy, efficacy to enlist parental involvement, and efficacy to create a positive school climate. 2025
2513 Wah Wah Sann1, Khin Nyunt Nyunt Saw2 AN ANALYTICAL STUDY OF INTENTIONAL SELF-REGULATION AND POSITIVE YOUTH DEVELOPMENT OF ADOLESCENTS The main aim of this study was to investigate the relationship between intentional self-regulation and positive youth development of adolescents in Myanmar. Then, this study was to examine the intentional self regulation of adolescents by gender, specialized subject and parents’ education level. In addition, this study was to analyze adolescents’ positive youth development by gender and parents’ education level. In this study, a total of 1110 participants, Grade 10 and Grade 11 students were selected from Basic Education Schools by using random sampling technique. Descriptive survey method was used. This study was conducted at 6 Regions and 4 States in Myanmar. Selection, Optimization and Compensation (SOC) Questionnaire developed by Geldhof et al., (2015) (Cronbach’s alpha = 0.82) was used to measure the intentional self regulation of adolescents. Then, Positive Youth Development Inventory developed by Arnold (2012) (Cronbach’s alpha = 0.92) was used to examine the positive youth development of adolescents. According to the results of independent samples t - test, it was found that there were significant differences in intentional self-regulation by gender and specialized subject. Moreover, the ANOVA results revealed that there were also significant differences in intentional self-regulation by parents’ education level. Concerning positive youth development of adolescents, the results of independent samples t-test showed that there were significant differences in positive youth development by gender. Then, ANOVA results showed significant differences in positive youth development by parents’ education level. Moreover,Pearson’s Product Moment Correlation revealed that the intentional self-regulation of adolescents was positively correlated with their positive youth development (r = 0.635, p<0.01). Therefore, it can be concluded that the high quality of intentional self regulation can affect the well positive youth development of adolescents. 2025