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
2641 Kay Zin Phoo1 and Kyi Swe2 THE EFFECTIVENESS OF E-LEARNING INTEGRATION MODEL IN THE TEACHING OF MIDDLE SCHOOL SCIENCE This research aimed to examine the effectiveness of an e-learning integration model in teaching middle school science. The study employed an experimental research design, utilizing quantitative methodologies. Specifically, a non-equivalent control group design, a type of quasi-experimental design, was implemented for the quantitative research methodology. The participants of the study consisted of Grade Six science teachers and Grade Six students selected from four different schools: No. 3 BEHS, Bahan, No. 1 BEHS, Sanchaung, No. 2 BEHS, South Okkalapa, and No. 1 BEHS, Latha. The study involved an experimental group of teachers who received the proposed e-learning integration model, while the control group received a formal teacher guide book. Then, the intact groups of Grade Six students were divided into the experimental and control groups. Pretests and posttests were administered to both groups to assess science knowledge. The data analysis utilized one-way analysis of covariance (One-Way ANCOVA) to compare posttest scores, controlling for pretest scores as a covariate. The study revealed a significant increase in science achievement among students whose teachers received instruction using the proposed e-learning integration model compared to those whose teachers did not. Furthermore, the researchers employed the Wilcoxon Signed Rank test to assess the change in students' attitudes towards science learning before and after the instruction. The results indicated a positive impact of the proposed e-learning integration model on students' attitudes. The overall findings of this research support the notion that the integration of e-learning in middle school science instruction has a beneficial effect on both student achievement and attitudes towards learning science. 2025
2642 Yin Mon Aung1 and Naing Naing Thein2 THE EFFECTS OF METACOGNITIVE TEACHING MODEL ON GRADE SIX STUDENTS’ ATTITUDE TOWARDS MATHEMATICAL PROBLEM SOLVING The main purpose of this study is to investigate the effectiveness of the metacognitive teaching model for teaching mathematics at the Middle School level in Myanmar. In this study, a mix methods (QUAN qual) design was adopted. The single-group pretest/posttest design, one of the designs of quasi-experimental research was adopted to collect the quantitative data and the case study design was applied to collect the qualitative data. It started in the first week of November 2021 and ended in the second week of January 2022. The study is geographically restricted to Yangon Region and a total of 129 Grade Six students participated. An attitude questionnaire and semi-structured interview questions were used as the research instruments. The data got from the attitude questionnaire were analyzed through descriptive statistics and Wilcoxon Signed Rank Test and the results showed that there were significant differences in the attitude of students towards problem solving before and after the study. According to the analysis of the responses of students and teachers to interview questions through the constant comparison method, it was found that the proposed model supported positive effects on problem solving behaviors of students, students’ attitude towards problem solving and twenty-first century skills, and teachers’ mathematics teaching. Additionally, qualitative findings supported the quantitative findings. Therefore, the research findings proved that the proposed metacognitive teaching model has a positive contribution to teaching problem solving at the Middle School level in Myanmar. 2025
2643 Cho Cho Win1, Khaing Khaing Lwin2 AN INVESTIGATION INTO THE EFFECTIVENESS OF ACTIVITY BASED LEARNING IN THE TEACHING OF MIDDLE SCHOOL GEOGRAPHY The purpose of this study is to investigate into the effectiveness of activity-based learning in comparison to traditional learning in teaching of Middle School Geography students. Quantitative and qualitative QUAN qual which is known as an explanatory sequential mixed method and nonequivalent control group design were used. The subjects were selected from three Basic Education schools (one from downtown, one from urban and one from outskirt) located in one out of eight townships in Nay Pyi Taw and three Basic Education schools (one from downtown, one from urban and one from outskirt) located in one out of ten townships in Mon State by using simple random sampling method. The instruments include pretest, posttest, teachers‘ attitudinal questionnaires, students‘ attitudinal questionnaires, observation checklist, teacher‘s interview questions and student‘s interview questions. The experimental groups were taught by activity based learning while the control groups were taught by traditional methods to cover (20) lesson plans for Grade Seven geography. Students‘ geography learning achievement was compared and analysed by using one-way ANCOVA. The findings show that there were significant differences in posttest results between experimental and control groups, and most questionnaires and interview results were positive except moderately satisfactory responses from observation checklists. 2025
2644 Yu Nandy1 and Aye Su Myat2 TEACHER EDUCATORS’ PERCEPTION TOWARDS THE EFFECTS AND CHALLENGES OF FLIPPED CLASSROOMS IN TEACHING The major purpose of this paper is to study teacher educators’ perception towards the effects and challenges of flipped classrooms in teaching. The study was conducted with a descriptive research method. Three sample education degree colleges from Yangon Region were selected. In this study, the subjects were teacher educators from Yankin Education Degree College, Thingangyun Education Degree College, and Hlegu Education Degree College from Yangon Region. The subjects, (127) teacher educators, were chosen from three education degree colleges. The instrument used in this study was a questionnaire that was constructed based on better performance of flipped classroom, and customized, active, and engaging environment of flipped classroom developed by Bergmann and Sams (2012), and challenge of flipped classroom in teaching (operational challenge and faculty challenge) developed by Betihavas, Bridgman, Kornhaber and Cross (2016). This questionnaire consists of (40) items with a five-point Likert Scale. For obtaining questionnaire reliability, a pilot test was administered. The internal consistency (Cronbach’s Alpha) was (.918). In order to describe the extent of the study teacher educators’ perception towards the effect and challenge of flipped classroom, mean, standard deviation, and percentage were used. According to the study, the mean score of customized, active, and engaging environment, (M = 39.92, SD = 2.62) was higher than that of better performance (M = 39.69, SD = 2.85). The mean score of the operational challenge (M = 34.57, SD = 4.72) was higher than that of the faculty challenge, (M = 33.38, SD = 4.90). Research findings indicated that some of the teacher educators who received treatment by using flipped classrooms had a good perception to use it in higher education. 2025
2645 Theingi Khine1 and Wai Wai Oo2 RELATIONSHIP BETWEEN ATTITUDES AND IMPLEMENTATION OF PRIMARY TEACHERS TOWARDS NEW CURRICULUM The main purpose of this study is to explore the relationship between attitudes and implementation of primary teachers towards new curriculum. By using a stratified random sampling method, one of the random sampling strategies, sample of (196) primary teachers from the selected basic education schools in Taungtha Township, Mandalay Region was selected to collect the required data. A survey research design, one of the quantitative research designs, was used in this study. In the collection of data, two instruments: questionnaires for attitudes of primary teachers towards new curriculum and implementation level of new curriculum were employed. Descriptive and inferential statistics were used to analyze the collected data. The attitudes of participants towards new curriculum were analyzed by using descriptive statistics (means and standard deviations). To examine the differences between primary teachers’ attitudes towards new curriculum, and implementation of new curriculum in terms of teaching experiences, teacher training programme and school level, inferential statistics such as one-way analysis of variance (ANOVA) and Post Hoc tests were utilized. And then, Pearson product-movement correlation was used to explore the relationship between attitudes and implementation of primary teachers towards new curriculum. The results revealed that there was positively moderately correlation between attitudes and implementation of primary teachers towards new curriculum at r(1,196) = .401, p < .01. It can be interpreted that the more the teachers have positive attitudes towards new curriculum, the more the teachers actively and successfully participate in the implementation of new curriculum. 2025
2646 Thun Wai Win1 and Naing Naing Thein2 THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION ON HIGHER-ORDER AND LOWER_ORDER THINKING SKILLS OF MIDDLE SCHOOL STUDENTS IN MATHEMATICS The purpose of this study is to investigate the impact of differentiated instruction on higher order and lower-order thinking skills of middle school students in mathematics. Both quantitative and qualitative research methods were conducted to obtain the required data. The design adopted for quantitative study was one of the quasi-experimental designs, non-equivalent control group design. The subjects were (30) Grade Six students from BEHS (Tamarkone) in Wundwin Township, (67) Grade Six students from BEMS (1) in Wundwin Township, (140) Grade Six students from BEHS (1) in Thazi Township and (59) Grade Six students from BEHS (Khetmauk) in Thazi Township. The instruments used in the study were pretest, learning style inventory, posttest and interview questions. Experimental groups were taught with differentiated instruction, while the control groups were taught the same concept using formal method. Students’ higher-order thinking skills and lower-order thinking skills on posttest were compared using one-way ANCOVA. The results showed that there were significant differences between middle school students who receive differentiated instruction and those who do not receive it in performing higher-order thinking level questions and lower-order thinking level questions in all selected schools. The interview findings pointed out that the teachers who taught the experimental groups had positive attitudes towards differentiated instructional design. Therefore, it can be concluded that differentiated instruction is a very suitable and valuable instructional design for teaching of mathematics. 2025
2647 Win Hay Mar Oo1 and Khin Mar Khine2 A STUDY OF THE PERCEPTIONS OF PRE-SERVICE TEACHERS TOWARDS MICROTEACHING The main purpose of this research is to study the perceptions of pre-service teachers towards microteaching in Education Degree Colleges. For this study, four Education Degree Colleges were selected as the sample from Bago and Yangon regions by using simple random sampling method. All the participants were (303) Second Year, First Semester pre-service teachers within the (2022 2023) academic year. A questionnaire survey was used to collect the required data. This study includes five dimensions for the perceptions of pre-service teachers towards microteaching. It consists of (25) items. Using SPSS (22) version, descriptive analysis was employed to calculate the mean and standard deviation for the quantitative data. Moreover, the independent samples t test was used to examine whether the mean differences between the two groups (male and female) in the perceptions of pre-service teachers towards microteaching were statistically significant or not. The results showed that most of the pre-service teachers possessed moderate level of perceptions towards microteaching. Findings also indicated that the perception of personal feelings was the weakest and the perception of teaching practice competence and awareness was the strongest in the perceptions of pre-service teachers towards microteaching. According to research findings, there was no significant difference between the two groups (male and female) in the perceptions of pre service teachers towards microteaching. Therefore, this study can be hoped to support to some extent improving the positive perceptions of pre-service teachers towards microteaching in Myanmar. 2025
2648 Thet Su Lwin1 and Wai Wai Oo2 A STUDY OF GRADE SEVEN STUDENTS' BASIC SCIENCE PROCESS SKILLS, ATTITUDE TOWARDS SCIENCE, AND SCIENCE ACHIEVEMENT The main aim of the study was to investigate the relationship between the level of students’ basic science process skills and science achievement and to investigate the relationship between students’ attitude towards science and science achievement. Survey research design, one of the quantitative research designs, was used in this study. And, this study was restricted to two Basic Education High Schools in Sagaing Township. The participants were (228) Grade Seven Students from No (1) Basic Education High School and Shwe Min Wun Practicing High School. These schools were selected by using simple random sampling method. In the collection of data, Basic Science Process Skills Test, Science Achievement Test and questionnaires for Attitude towards Science were employed. The quantitative data were analyzed by using descriptive statistics (means, standard deviations, frequency and percentage). And then, Pearson Product Moment correlation was used to examine the relationship between the level of students’ basic science process skills and their science achievement and the relationship between students’ attitude towards science and their science achievement. The results revealed that most of Grade Seven students were competent in communicating skill among the six skills. The results also showed that many students were interested in science activity. Moreover, the results stated that most of the students were strong in understanding level among six levels. It was found that there is significant and moderate positive relationship between the level of Grade Seven students’ basic science process skills and their science achievement. It was also found that there is significant and weak positive relationship between Grade Seven students’ attitude towards science and their science achievement. It can be concluded that the more the students are good at basic science process skills, the higher they achieve in science achievement. 2025
2649 Lin Htet San1 and Khin Mar Khine2 AN INVESTIGATION INTO STUDENTS’ PERCEPTIONS OF TEACHER INTERACTION WITH STUDENTS IN THE MIDDLE SCHOOL SCIENCE CLASSROOMS The main purpose of this study is to investigate the students’ perceptions of teacher interaction with students in the middle school science classrooms. In this study, the descriptive research design was used. The six Basic Education High Schools were selected from Taungoo Township by using simple random sampling method. The participants were 302 Grade Six students from the selected schools. The questionnaire was used as an instrument in this study. In the data analysis, the data were analyzed by using descriptive statistics (percentage) to compare the mean differences on the students’ perceptions of teacher interaction in four scales of the questionnaire. Moreover, the data were analyzed by using independent samples t-test to compare the differences between male and female in students’ perceptions of teacher interaction. In the first part, the results of this study showed that most of the students in Basic Education High School perceived a moderate level in perceptions of teacher interaction. In the second part, the results of this study showed that there were no significant differences between male and female on students’ perceptions of teacher interaction in science classroom. Therefore, the research findings proved that the students had positive attitudes towards teacher interaction in the science classroom. In addition, this study is expected to enhance the students’ positive perceptions of teacher interaction in all schools in Myanmar. 2025
2650 Chit Su Wai1 and Kyi Swe2 THE EFFECTIVENESS OF SCIENCE PROCESS SKILLS MODEL IN THE TEACHING OF HIGH SCHOOL CHEMISTRY The major purpose of this research is to investigate the effectiveness of the science process skills model in the teaching of high school Chemistry. The research design adopted in this study was an explanatory sequential (QUAN ? qual) design, one of the mixed methods research designs. The research design for the quantitative study is a single-group pretest/posttest design, one of the quasi experimental designs. The participants were Grade 10 students selected from BEHS, Hlegu, No. (4) BEHS Thanlyin, BEHS, Pyalo, and No. (1) BEHS Thayet. For this study, Grade 10 students were selected as experimental group from each school by random sampling method. Before the treatment period, the experimental group was administered a science process skills test before the instruction using the science process skills model. Then, the experimental group was treated with the science process skills model. After that, all students in the experimental groups were administered to a science process skills test. As data analysis, the nonindependent samples t test was used for the quantitative research study. Data collected from observation checklists were analyzed by content analysis for the qualitative research study. One hundred and seven students from the experimental groups were administered the science process skills tests and were observed. The results indicated that there were significant differences in the science process skills tests scores of experimental groups before and after using science process skills model. Qualitative data indicated that the use of science process skills model tends to facilitate effective teaching-learning implementation. Research findings proved that the science process skills model had a positive impact on acquisition of science process skills and teaching Chemistry at the high school level. 2025