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
2931 Nang Mway Hom1, Saw Myat Nwe2 THE RELATIONSHIP BETWEEN PRINCIPALS’ CONFLICT MANAGEMENT STRATEGIES AND TEACHER JOB PERFORMANCE The main purpose of this research is to investigate the relationship between principals’ conflict management strategies and teacher job performance in Kyaukme Township, Northern Shan State. In this study, 224 teachers from the selected seven Basic Education High Schools in Kyaukme Township participated. Quantitative methodology was used in this study. The questionnaires for principals’ conflict management strategies (PCMS) was based on the instrument developed by Shitambasi (2022) and teacher job performance scale (TJPS) was based on the instrument developed by Amin et al. (2013). Principals’ conflict management strategies consisted of 29 items, and teacher job performance consisted of 23 items, including four dimensions. Descriptive statistics, independent samples t-test, one-way ANOVA, and Pearson product-moment correlation were employed for the analysis of quantitative data. The Cronbach’s alpha reliability coefficient for principals’ conflict management strategies was 0.954, and for teacher job performance was 0.873. According to research findings, the principals at the selected high schools of Kyaukme Township most practiced communication strategies and creativity strategies according to teachers’ perceptions. Teachers from the selected high schools highly performed well in their job. The research finding pointed out that there was a positive and moderate relationship between principals’ conflict management strategies and teacher job performance at (r=.310). It can be concluded that if the principals employ conflict management strategies systematically and effectively in their schools, the school environment will be more pleasant and the teachers in the workplace will have self confidence and improve their job performance. 2026
2932 Hnin Zarni Wai1 and Naing Naing Thein2 AN EXPLORATION OF THE PEDAGOGICAL PRACTICE OF PRE SERVICE TEACHERS USING PRODUCTIVE PEDAGOGIES* The major purpose of this study is to explore the pre-service teachers’ pedagogical practice using productive pedagogies. Productive pedagogies emphasize improving students’ intellectual reasoning and makes teaching-learning in schools more applicable to the students’ everyday lives by creating supportive environments that accommodate diversity and achieve agendas of equity. In line with the research objectives, this study follows an ethnographic case study. By using criterion sampling techniques, 12 participants were selected. Five types of data collection methods: semi-structured interview protocol, classroom observational protocol, reflective journals, documents (pre-lesson plan and post-lesson plan) and focus group interview were applied in this study. The participants were firstly observed and interviewed to confirm their initial pedagogical practices and engaged with productive pedagogies with four microteaching cycles. Then, participants were allowed to implement productive pedagogies in practicum and observed their pedagogical practices and interviewed by focus group interview. After that, thematic analysis, cross-case analysis, and summary-based reporting approach were employed to organize the data analysis. According to the results of this study, pre-service teachers’ pedagogical practices enhanced when they were exposed to the training with productive pedagogies, especially in the areas of implementing supportive classroom environment. The noticeable strengths of implementing productive pedagogies by pre-service teachers in practicum practice have emerged as: (a) improvement in pedagogical practices, (b) guiding teachers’ preparation, (c) valuable guide for teaching, and (d) engagement in professional development opportunities. They also encountered some key challenges that faced their implementation and limited their best efforts: metalanguage, time and class size as contextual factors. Therefore, the overall results proved that this study irrefutably contributes and fulfills some degree for enhancing the pre-service teachers’ practicum practice although it would not support the absolute accomplishment for all teacher education sectors. 2026
2933 Su Lae Yi1 and Khin Mar Khine2 THE IMPACT OF BRAIN-BASED LEARNING MODEL ON SCIENCE ACHIEVEMENT OF STUDENTS AT THE MIDDLE SCHOOL LEVEL* The main purpose of this study is to investigate the impact of brain-based learning model on science achievement of students at the middle school level. The research design adopted was explanatory sequential mixed methods (Quan ? qual) design. For the quantitative study, nonequivalent control group design, one of the quasi-experimental designs, was used. To follow up on quantitative results, case study research design was used. The research instruments used in this study were pretest, posttest, attitude questionnaire, observation checklists and interview questions. By using simple random sampling method, four basic education high schools were selected from Mandalay Region. As quantitative research findings, overall science achievement of middle school students who receive instruction with proposed brain-based learning model was significantly higher than that of those who do not. Also, there was a strong positive relationship between students’ science achievement and their attitudes towards learning science with proposed brain-based learning model. The best predictor for students’ science achievement was teaching learning process, the second predictor was learning materials, the third predictor was learning environment and the last predictor was assessment of proposed brain-based learning model. As qualitative research findings, the results of observation checklists and interviews revealed that science teachers and students well performed and had positive attitudes towards applying proposed brain-based learning model in teaching and learning science. Therefore, the research findings proved that brain-based learning model contributes a positive impact on science achievement of students at the middle school level. 2026
2934 Thaw Thaw Zun Htein1 and Khin Mar Khine2 THE IMPACT OF INTERACTIVE MULTIMEDIA-BASED INSTRUCTION ON TEACHING OF SCIENCE IN MYANMAR EDUCATION DEGREE COLLEGES The main purpose of this study is to investigate the impact of interactive multimedia-based instruction in teaching of science in Myanmar Education Degree Colleges. Pretest-posttest control group design, one of the true experimental designs was used. The research instruments were pretest, posttest, learning materials including lesson plans and attitude questionnaires for student teachers. By using the simple random sampling method, four Education Degree Colleges from Mandalay and Sagaing Regions were selected. The participants of the study were selected from Year 1 Semester 1 student teachers of four selected Education Degree Colleges in Myanmar. In research findings, the findings of overall teaching of science achievement showed that the experimental groups who received interactive multimedia-based instruction with the proposed instructional design were significantly higher than the control groups who did not. In addition, the positive attitudes towards interactive multimedia-based instruction increases after the treatment and there was a significant difference in the attitudes of student teachers towards the interactive multimedia-based instruction before treatment (Time 1) and after treatment (Time 2). Therefore, the research findings proved that the proposed instructional design of interactive multimedia-based instruction contributes a positive impact on teaching of science in Teacher Education Sector. 2026
2935 Kyaw Min Latt1 A SYSTEMATIC REVIEW OF UNIVERSAL DESIGN FOR LEARNING IN INCLUSIVE EDUCATION The Universal Design for Learning (UDL) framework is instrumental in supporting principles of student diversity within inclusive educational settings. This study carried out a systematic review of the literature, guided by specific research questions, with the aim of analyzing the content of seven international studies that adopted the UDL framework. The articles were selected from various databases and journals based on four key criteria: peer-reviewed publications, the provision of empirical results, a focus on the UDL as a primary framework, and publication dates between 2017 and 2023. Thematic analysis was employed to examine the data. The analysis revealed three central themes: UDL as an effective instructional strategy that addresses the diverse needs of all students, UDL’s impact on promoting student achievement in learning, and challenges related to UDL implementation which hindered the effective implementation of the UDL. Implications for future research and recommendations for overcoming these barriers are also discussed. Findings indicated that UDL not only fosters academic success but also enhances student motivation and participation, particularly among those with special educational needs. However, teachers encounter key challenges, including rigid curricula, limited time, insufficient training, and inadequate access to technology. In the context of Myanmar, the adoption of UDL presents significant potential to create more inclusive classrooms. 2026
2936 Swe Swe Aung1 and Wai Wai Oo2 AN INVESTIGATION INTO THE EFFECTIVENESS OF THE INQUIRY BASED COOPERATIVE LEARNING MODEL IN TEACHING HIGH SCHOOL CHEMISTRY The main purpose of this study is to investigate the effectiveness of the inquiry-based cooperative learning model in teaching high school chemistry. The explanatory sequential design, one of the basic mixed method research designs was used in this study. the nonequivalent control group design was adopted for the quantitative study and the case study design was utilized for qualitative study. A total of (315) Grade Ten chemistry students in 2022-2023 Academic Year participated for this study and the intact two classes from each selected school were randomly assigned as experimental group and control group. The experimental groups received instruction with the inquiry-based cooperative learning model and the control groups received formal instruction. The pretest, posttest and students’ attitude questionnaire were applied to collect quantitative data. In analyzing quantitative data, analysis of covariance (ANCOVA), Friedman Test and descriptive statistics were adopted. The observation checklist for teachers and interviews with the students and teachers were used for acquiring the qualitative data. The observation data were analyzed with descriptive statistics and the thematic analysis was applied for the interview data. Quantitative findings showed that the students from experimental groups exhibited better chemistry achievement than the students from control groups in all selected schools. There were improvements in the inquiry and cooperative learning skills of the students from experimental groups. Qualitative findings revealed that the teachers from experimental groups successfully implemented their teaching chemistry with inquiry-based cooperative learning model. The students and teachers exhibited positive and favourable attitudes in their teaching-learning processes with the inquiry-based cooperative learning model. Therefore, the inquiry-based cooperative learning model effectively contributed to the teaching of high school chemistry. 2026
2937 Nang Toe Toe Lwin1 and Nant Rosalin2 THE CORRELATION BETWEEN STUDENTS’ READING HABITS AND THEIR WRITING ABILITY This study intended to investigate the correlation between students’ reading habits and writing ability in descriptive text. The sample was comprised of 494 (247 males and 247 females) undergraduate students from respective course years in University for the Development of the National Races of the Union, UDNR. The Reading Habit Indicator Questionnaire (RHIQ) developed by Hidayati (2021) and Writing Ability Test (WAT) were used as the research instruments in conducting the study. The descriptive statistics, independent samples t-test, one way ANOVA and Post Hoc (Tukey HSD) and Spearman’s rho correlation were computed in order to explore the reading habits and writing ability of students according to gender and course year as well as to investigate the correlation between them. Based on the results, most of the students have good reading habits and excellent writing ability. According to gender, there was no significant difference between reading habits of students. However, there was a significant difference between writing ability of students by gender. Moreover, there were significant differences between students’ reading habits and writing ability by course year. It can be concluded that there was a positive correlation between reading habits and writing ability of students (rs = .241). 2026
2938 May Thet Soe1 and Tin Myo Latt 2 THE EFFECTIVENESS OF PROJECT-BASED LEARNING IN TEACHING BIOLOGY AT HIGH SCHOOL LEVEL The main purpose of the study was to investigate the effectiveness of project-based learning in teaching biology at Basic Education High School Level. An experiment was conducted with 70 Grade 10 students from No. 1 Basic Education High School, Amarapura and 69 Grade 10 students from No. 2 Basic Education High School, Amarapura of 2023-2024 Academic Year. In this study, one of the Quasi-Experimental Designs, “Nonequivalent Control Group Design” was used. Students are divided into two groups: experimental and control groups. Experimental groups were provided with project-based learning and control groups were provided with ITPR procedure. Pretest, posttest and survey questionnaire are used as instrumentations. Pretest was conducted to know the basic biological knowledge between control groups and experimental groups. According to the result of pretest mean scores, it was found that there was a significant difference between control and experimental groups in both selected schools. Therefore, posttest mean scores were analyzed by using analysis of covariance (ANCOVA) to determine whether there are significant differences between experimental groups and control groups according to the Bloom’s taxonomy of cognitive domain. The result of posttest mean scores indicated that there were no significant differences between experimental group and control group in terms of remembering level. However, there were significant differences between two groups in terms of understanding, applying, analyzing and evaluating levels and overall biology achievement scores. Moreover, to interpret students’ attitude towards project-based learning, questionnaire was used. According to the students’ responses of questionnaire, students had positive attitude towards project-based learning. The study suggested that project-based learning is exactly a harmonious teaching method for hands-on biology activities. 2026
2939 Mu Wah Kyaw1 and Wai Wai Oo2 THE RELATIONSHIP OF TEACHER EDUCATORS’ PERCEPTIONS ON INFORMATION AND COMMUNICATION TECHNOLOGY WITH THEIR INTEGRATION IN TEACHING PRACTICES IN EDUCATION DEGREE COLLEGES This study aims to investigate the relationship of teacher educators’ perceptions on information and communication technology (ICT) use with the integration of ICT into their teaching practices in Education Degree Colleges. The study was employed with the descriptive, survey research design. A sample of (217) teacher educators from four Education Degree Colleges was involved. Simple random sampling method was used. The questionnaires were involved teacher educators’ perceptions on ICT use that were comprised of four categories with 40 Likert-type items from basis of the questionnaires of Gebremedhin and Fenta (2015) and Mahdum, Hadriana and Safriyanti (2019), 30 Likert-type items of teaching practices from basis of the questionnaires of Aslan and Zhu (2018) and European Schoolnet (2013) and demographic data. The quantitative data was analyzed by using descriptive statistics, inferential statistics such as independent samples t test, one-way (ANOVA) and Pearson product-moment correlation. This study indicated that teacher educators have positive perceptions towards ICT use and there was no significant difference between the perceptions of teacher educators towards ICT in terms of gender and in terms of ICT training. And, there was a significant difference between overall perceptions and teaching practices in terms of Education Degree College. Moreover, there was a positively high correlation between perceptions of teacher educators towards the use of ICT and their integration of ICT into teaching practices. Thus, teacher educators should apply ICT related techniques and resource materials to integrate their teaching process. 2026
2940 May Than Htike1 and Wai Wai Oo2 THE RELATIONSHIP BETWEEN READING HABITS OF IN-SERVICE TEACHERS AND THEIR INSTRUCTIONAL PRACTICES The main purpose of the study is to explore the relationship between the reading habits of in service teachers and their instructional practices. The reading habits of in-service teachers were surveyed in three school groups, Mandalay Region. This study is carried out with cross-sectional survey research design. Three groups of sample schools from Amarapura Region were selected by cluster sampling method. There were (745) in-service teachers in Amarapura Region. For obtaining the required data, (186) in-service teachers from (15) Basic Education Schools were selected by simple random sampling method as subjects. The instrument used in this study was a questionnaire including two parts: reading habits of in-service teachers and the use of knowledge getting from reading habit in their instructional practices. Descriptive statistics and inferential statistics were used to analyze the data collected from participants. The results showed that the sampled in-service teachers have positive reading habits but they are weak in using the knowledge getting from their reading habits. They use only in reflection sector but moderate in lesson planning and least in teaching learning process. 2026