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
271 Nilar Myo Tint A STUDY OF TE PERCEPTIONS OF IG SCOOL STUDENTS ON MATEMATICS LEARNING ENVIRONMENT The major purpose of this study was to investigate different factors that affect the attitudes and learning environment perceptions of high school mathematics students. For the purpose of measuring students’ perceptions of learning environment, it was observed that the better the students’ perceptions of learning environment, the higher the students’ mathematical attitudes would be. Quantitative approaches were used in this study. A total of 629 Grade 10 students from six selected schools in Yangon and Ayeyarwaddy regions were participated in this study. As the research instruments, What is Happening In This Class Questionnaire (WIHIC) and Test of Mathematics Related Attitudes Questionnaire (TOMRA) defined by Fraser (2007) were used in this research. Subjects were evaluated using the What Is Happening In This Class Questionnaire (WIHIC) and Test of Mathematics Related Attitudes Questionnaire (TOMRA) including 49 items to assess high school students’ perceptions of mathematics learning environment. In this research, descriptive statistics, independent sample t-test and analysis of variance (ANOVA) were used. As a result of this study, it was found that the female students have better perceptions of mathematics learning environment than male students. It can be observed that there was significant difference in the students’ perceptions of learning environment between schools. And then, students were different in their perceptions of learning environment between Yangon and Ayeyarwaddy Region. There were also significant difference in the students’ perceptions of learning environment and mathematical attitudes according to their combinations. It can be concluded that student’s perceptions of learning environment were positively related with their mathematical attitudes. 2018
272 Aye Nyein San TE VERBAL SORT-TERM MEMORY AND READING ABILITY OF PRIMARY SCOOL STUDENTS IN CANAYETARZAN TOWNSIP The main aim of this study is to investigate the effect of verbal short-term memory on primary students’ reading ability. A total of 559 Grade 3 and Grade 5 students from eleven schools in Chanayetharzan Township, Mandalay Region were participated in this study. Quantitative approach was used in this study. Students’ Verbal Short-term Memory was measured by Verbal Short-term Memory tests developed by StanfordBinet Intelligence Scale: Fourth Edition (SB-IV). Researcher made reading ability tests (Myanmar and English) were used to measure primary students’ reading ability based on the Metropolitan Achievement Tests (1978) and the Neale Analysis of Reading Ability (1989). Results indicated that there was significant relationship between primary students’ verbal short-term memory and reading ability. ANOVA results indicated that there were significant differences with regard to students’ verbal short-term memory and reading ability by different schools. According to correlation analysis, students’ verbal short-term memory were found to be significantly and positively correlated with their reading ability (r = .664, p < .01).In addition, multiple regression analysis showed that the students’ verbal short-term memory was good predictor for their reading ability. Therefore, findings from this research may contribute to the educational field by providing recommendations for developing verbal short-term memory in students to support their reading ability. 2018
273 Soe Yu Hlaing AN INVESTIGATION INTO TE FACTORS INFLUENCING RAPPORT ESTABLISMENT ON GRADE 8 STUDENTS The purpose of this study was to investigate the factors influencing rapport establishment between Grade 8 students and their teachers. Sample 1443 Grade 8 students from ten selected high schools participated in this study. Teacher-Student Rapport Inventory (QTI) was used. Based on the literature review, Teacher-Student Rapport Inventory was categorized and rapport establishment was considered to be influenced by the eight categories: (1) Disclosure, honesty and respect, (2) Recognizing the person/individual, (3) Interacting socially, (4) Caring and bonding, (5) Supporting and bonding, (6) Sharing, mirroring, mimicking, matching, (7) Availability, accessibility, and responsiveness, and (8) Communicating effectively. According to the exploratory factor analysis results, rapport establishment was influenced by the five factors or components: (1) Availability and care, (2) Social engagement, (3) Ability to reduce tension, (4) Understanding, and (5) Being friendly. There may be more benefits in conducting a longitudinal study using both qualitative and quantitative research methods. 2018
274 Zin Cho Cho Nway TEACING STYLES AND PERSONALITY TYPES OF TEACERS The purpose of this study was to investigate teaching styles and personality types of teachers. Quantitative and descriptive approaches were used in this study. To collect the required data, Teaching Style Inventory and Psychological Type Index (Grasha, 1996) were used as research instruments. In former measure, five subscales (expert, formal authority, personal model, facilitator and delegator) were included. The later included eight subscales (extrovert, introvert, sensing, intuition, thinking, feeling, judging and perceiving). The required data were collected during December 2016. Participants were 500 teachers from Yangon and Tanintharyi Regions. As the most predominant teaching style and psychological type in this study were ‘Expert’ style and ‘Judging’ type, participants tended to possess certain knowledge and skills that students need and like order and organization. Independent sample t-test revealed that teachers in Yangon Region were higher in expert and delegator styles and introvert, sensing and feeling types than teachers in Tanintharyi Region. Moreover, rural schools’ teachers were better in facilitator style and urban schools’ teachers were good in introvert, sensing and feeling types. ANOVA results showed that 31-40 aged teachers were better in facilitator style and 51-above aged teachers were higher in perceiving type. There was no significant difference in teaching styles by service whereas significant differences exist in personality types. Pearson correlation revealed that personality types were correlated with teachers’ teaching styles. Results from the regression analysis indicated that extrovert, introvert, intuition, feeling and thinking personality types were significant predictors for teacher-centerd teaching styles (expert, formal authority and personal model) and extrovert, intuition, thinking, feeling, judging and perceiving personality types for studentcentered teaching styles (facilitator and delegator). So teachers who use the best teaching styles that suit their personality types will make their teaching more successful because effective teaching depends on the selection of teaching styles. 2018
275 Myint Myint Mar TE STUDY OF EMOTIONAL MATURITY AND ACADEMIC ACIEVEMENT AMONG UPPER SECONDARY STUDENTS The main purpose of this study is to investigate the relationship between the emotional maturity and academic achievement among upper secondary students. The study was conducted with a sample of 600 Grade 10 students (260 boys and 340 girls) studying in eight high schools from four districts of Bago Region in 2016-2017 Academic Year. For the data collection, the Emotional Maturity Questionnaire (EMQ) developed by Dr. Yashvir Singh and Dr. Mahesh Bhargava (2010) was used. The internal consistency (Cronbach’s alpha) of EMQ is 0.886. Upper secondary students’ emotional maturity, academic achievement and demographic data were examined and collected by using a questionnaire for survey method and quantitative research design. Data obtained were analyzed by using Statistical Package for Social Science (SPSS). It was found that Grade 10 students in this study possess a moderate level of emotional maturity and they also have an average level of academic achievement. The results of independent sample t-test revealed that there were no significant differences on Grade 10 students’ emotional maturity and academic achievement by gender. The ANOVA results also revealed that there were significant differences on Grade 10 students’ emotional maturity by father’s occupation and sibling groups and, on the other hand, there were significant differences on Grade 10 students’ academic achievement by schools, districts, father’s education and mother’s education. The positive correlation between emotional maturity and academic achievement among upper secondary students was significant at 0.001 level (r = 0.339, p<0.001). Again, multiple regression analysis was conducted to develop predicted model of emotional maturity and academic achievement of Grade 10 students. The result revealed that the two of five emotional maturity subscales namely emotional stability and emotional progression, made a significant predictive contribution to academic achievement of Grade 10 students. 2018
276 Khin Shun Lae Oo RELATIONSIP BETWEEN LOGICAL-MATEMATICAL INTELLIGENCE AND CREATIVE PROCESS OF MIDDLE SCOOL STUDENTS The main purpose of this study was to investigate the relationship between the logical-mathematical intelligence and creative process of middle school students. Both quantitative and qualitative approaches were used in this study. A total of 804 Grade 6 and Grade 7 students from each district of Yangon Region participated as the sample of the study using stratified random sampling technique. For this study, Mathematical Intelligence test ( = 0.79)(Moe Moe Naing, 2008) and Creative Process Questionnaire ( = 0.66) developed by Whetton and Cameron (2011) and Chen, Runco, Lin and Chiou (2008) were used as instruments. After conducting the statistical analysis, the findings revealed that there was a significantly positive relationship between logical-mathematical intelligence and creative process (r=0.094). For logical-mathematical intelligence, there were significant differences as gender, grade level and region. Difference in creative process was found only in school. Female students were higher than male students in mathematical intelligence and Grade 7 students performed better than Grade 6 students in mathematical intelligence. As the result of ANOVA, students from all other schools outperformed on creative process than students from Yankin Teacher Training Centre. According to the interview results, most of the students (more than 57%) showed negative behaviors and characteristics, with no interest in Mathematics and they weren’t enjoyable to participate in taking Mathematical Intelligence Test. And, most of the students (about 75%) showed that they had positive and desirable behaviors and motivation in creative process, even though there was no chance to create in real life situations. 2018
277 May Thu Zaw TE RELATIONSIP BETWEEN METACOGNITION SELF-EFFICACY AND PYSICS ACIEVEMENT AMONG GRADE 9 STUDENTS This study investigated the relationship between metacognition, self-efficacy and physics achievement among Grade 9 students. The population of this study consisted of Grade 9 students in Yangon Region. The sample of this study consisted of 400 Grade 9 students from five high schools in Yangon Region. The participants were chosen through random sampling. Descriptive research design was used in this study. Metacognition Awareness Inventory (MAI) and the Survey of Self-Efficacy in Science Courses-Physics (SOSESC-P) were used to measure students’ metacognition and self-efficacy. And the test with the scope of course from chapters 6, 7, 8 and 9 in physics textbook prescribed for Grade 9 was constructed to measure students’ physics achievement. The data were analyzed using the descriptive statistics, independent sample t-test, and multiple regression analysis. The correlation analysis showed that there was a positive interrelationship between physics achievement and self-efficacy. The independent sample t-test showed that there were significant differences by gender on physics achievement at 0.01 level and vicarious learning at 0.05 level. Results revealed that there were significant differences in physics achievement among schools at 0.01 level. Regression analysis revealed that knowledge of cognition, mastery experiences and vicarious learning were the important predictors of physics achievement. The results of regression model indicated that 38% of variance in students’ physics achievement could be predicted from the combination of metacognition and self-efficacy. 2018
278 Mon Mon Oo A STUDY OF TE RELATIONSIP BETWEEN SELFCONFIDENCE AND PYSICS ACIEVEMENT OF GRADE 9 STUDENTS The main purpose of this study is to explore the relationship between self-confidence and Physics achievement of Grade 9 students. Descriptive survey research method was applied and quantitative data analysis was executed in this study. As the research instruments, SelfConfidence Questionnaires and researcher made Physics achievement test were applied. Self-confidence questionnaires consist of 40 items and researcher made Physics achievement test consists of 25 multiple choice items. A total of 800 Grade 9 students (male=347, female=453) from eight selected high and branch of high schools in Yangon Region were participated in this study. Data from the questionnaires were coded, categorized and analyzed using descriptive statistics, independent sample-t test and one way analysis of variance (ANOVA). The results showed that self-confidence was significantly correlated with Physics achievement. In addition, parents’ education were positively related with students’ selfconfidence and Physics achievement. It was found that female students’ self-confidence and Physics achievement were higher than male students. As the ANOVA results of this study, students’ self-confidence and physics achievement from B.E.H.S (2) Kamayut was the highest among the eight schools and there were significant difference among schools in selfconfidence and physics achievement. Again, students’ self-confidence and Physics achievement whose parents’ education were graduated was higher than that of primary, middle and high 2018
279 Cho Lwin Lwin Khine SYNTHESIS, CHARACTERIZATION AND BIOCOMPATIBILITY STUDY OF HYDROXYAPATITEMAGNESIUM OXIDE NANOCOMPOSITES FOR IN VIVO AND IN VITRO ORTHOPAEDIC APPLICATIONS Hydroxyapatite (HAp) materials are very popular for bone restoration. The application of pure hydroxyapatite are restricted to non load-bearing implants due to the poor mechanical properties of hydroxyapatite. To improve the mechanical properties of hydroxyapatite prepared from cow bone, incorporation of magnesium oxide was conducted in this research. Hydroxyapatite-Magnesium oxide nanocomposites (5 % and 10 %) were prepared at 1000 .C and 1100 .C. Crystal structures of all HAp-MgO nanocomposites and HAp were indexed as hexagonal. FT IR spectral data revealed the characteristic peaks of both HAp and MgO in the prepared nanocomposites. HAp-10 % MgO nanocomposites calcined at 1100 .C was found to have the highest hardness value of 53 N. HAp and HAp-MgO nanocomposites prepared at 1000 .C and 1100 .C showed no cytotoxic effect according to brine shrimp lethality bioassay. In vitro protein adsorption test and in vitro hemolysis test indicated that the prepared HAp and HAp-MgO nanocomposites were biocompatible. Orthopaedic application of HAp and HAp-MgO nanocomposites were conducted by in vivo study using Wistar rats. X-ray diagnosis showed that HAp-MgO nanocomposites were suitable for treatment of bone defect. In vitro study for repairing the non-living broken bones by HAp-MgO nanocomposites was also conducted using chicken femur bone and it was found that the composites could be used as bioglue. 2019
280 Mie Mie Aye SCREENING OF SOME BIOACTIVE CONSTITUENTS FROM THE BARK OF Cinchona succirubra PAV. (KWI-NEING) Cinchona succirubra Pav. (Kwi-neing in Myanmar) has been used in traditional medicine due to the presence of alkaloids such as quinine, quinidine, cinchonine and cinchonidine. The alkaloids contained in cinchona bark are powerful drugs and so C. succirubra has remarkable biological activities. The present study focuses on screening of some bioactive constituents from the bark of C. succirubra Pav. (Kwi-Neing). Preliminary phytochemical investigation was carried out by the reported chemical methods. The extractable matters of the bark of C. succirubra were prepared by extracting powdered sample with polar solvents such as ethanol and water using WHO standard method. Some organic constituents, compound 1 (terpenoid), compound 2 (phenolic compound) and compound 3 (alkaloid) were isolated from EtOH crude extract by column chromatographic separation technique. The isolated compounds were identified by treating with specified reagent on TLC and by UV and FT IR spectroscopic methods. The antimicrobial activity of crude extracts and isolated compounds 2 and 3 was determined by agar well diffusion method against six species of microorganisms namely Bacillus subtilis, Staphylococcus aureus, Pseudomonas aeruginosa, Bacillus pumilus, Candida albicans and E.coli. Both extracts showed the pronounced antimicrobial activity against Bacillus subtilis (inhibition zone diameter = 30 mm). In addition, compound 3 showed the strong antimicrobial activity against E.coli (inhibition zone diameter = 33 mm). Antioxidant activity of crude extracts and compounds 2 and 3 was also screened by Dot-Blot and DPPH staining method. It was found that the violet colour of DPPH disappeared from 400 µg up to minimum concentration of 100 µg for EtOH extract and 200 µg for H2O extract. In addition, compound 2 showed potent antioxidant activity with sample concentration 25 µg (31.25 µg/mL). The mineral contents of bark of C. succirubra were quantitatively determined by AAS method. Calcium (Ca) was found to be the principal element. 2019