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
2941 Theingi Lwin1 and Wai Wai Oo2 THE EFFECTS OF PROBLEM-BASED LEARNING ON GRADE 11 STUDENTS’ ECONOMICS ACHIEVEMENT The study aimed to investigate the effects of problem-based learning on Grade 11 students’ economics achievement. A quantitative research method was used to compare economics achievement between the students who received instruction with problem-based learning and those who did not. The design applied was a quasi-experimental study with a nonequivalent control group design. The sample schools were randomly selected and the groups were intact. There were 102 participants Grade 11 students from two schools in Sagaing Township. Learning materials were selected from the Grade 11 Economics Textbook: Chapter 4 (Money and Banking). To establish the reliability of the instruments, a pilot study was conducted with (35) Grade 11 students. The reliability level of Kuder-Richardson for the pretest items was (0.97) and the value of Cronbach’s alpha for the posttest questions was (0.73). After the treatment, the data obtained were analyzed by using the independent samples t test. The results revealed that there were significant differences in economics achievement between the students who received instruction with problem-based learning and those who did not receive it at p<.01. By using Cohen’s d, the values of effect size (0.83) and (1.1) for both schools were larger than typical. It was proved that the experimental groups got better economics achievement than the control groups. This research highlights that problem-based learning is a more effective and well-equipped approach to raising economics achievement and problem solving skills. 2026
2942 Htet Wai Aung1 and Wai Wai Oo2 AN EXPLORATION OF STUDENT TEACHERS’ LEARNING STYLES AND THEIR ENGAGEMENT IN LEARNING MATHEMATICS AT SAGAING UNIVERSITY OF EDUCATION The purpose of the study is to explore student teachers’ learning styles and their engagement in learning mathematics at Sagaing University of Education. A cross-sectional survey was used to get the required data. The participants were (216) mathematics specialized student teachers at Sagaing University of Education during 2023-2024 Academic Year and were selected using a simple random sampling method. Learning styles questionnaire based on Grasha-Riechmann Learning Scales (GRLSS) of Grasha (1996) and the student engagement questionnaire designed on the school’s questionnaire (SESQ) by Lam and Jimerson (2008) were used as instruments to collect data. A pilot study was made with (30) mathematics specialized student teachers at University for the Development of the National Races of the Union. Cronbach’s alpha coefficient for the learning styles questionnaire was (.852), and Cronbach’s alpha coefficient for the student engagement questionnaire was (.872). The obtained data were systematically analyzed using descriptive statistics and Spearman rank-order correlation. According to the results, most student teachers (44%) preferred the dependent learning style, and no student teacher (0%) preferred the avoidant learning style. Most student teachers (63%) had a moderate level of engagement, and the least student teachers (17.6%) had a high level of engagement. Based on the correlation results, it can be concluded that there was a positive correlation between student teachers’ independent, dependent, competitive, collaborative, and participant learning styles and their engagement in learning mathematics. Thus, student teachers will be motivated to engage in learning activities that lead to improved educational outcomes if they have the opportunity to learn in their preferred learning styles. 2026
2943 Myat Hsu Win1 and Thida Wai2 EFFECTIVENESS OF COOPERATIVE MASTERY LEARNING MODEL IN TEACHING SCIENCE TO GRADE 6 STUDENTS The main purpose of this study is to investigate the effectiveness of the cooperative mastery learning model in students’ achievement in middle school science teaching. This study was conducted by quasi-experimental design. As the instruments for this study, pretest and posttest were used. By using a random sampling method, four high schools from Mandalay and Sagaing Regions were selected. Cooperative mastery learning model was implemented on experimental groups. The control groups were exposed to formal instruction. ANCOVA results showed that there was a significant difference in the overall science achievement between middle school students who receive instruction with cooperative mastery learning model and those who do not receive it. Therefore, the findings of this study proved that students who receive instruction with cooperative mastery learning model were higher than those of students who do not receive it. In addition, it can be suggested that cooperative mastery learning model should be used in science teaching and learning. 2026
2944 Mya Thet Khaing1 and Aye Nyein Nyein Htay2 THE EFFECTS OF INTERACTIVE METHOD IN TEACHING ENGLISH GRAMMAR AT THE UPPER SECONDARY LEVEL The purpose of this study is to study the effects of interactive method in teaching English grammar at the upper secondary level. The research design that was used in this study was nonequivalent control group design, one of the quasi-experimental designs. The instruments used in this study were pretest and posttest. The participants in this study were (72) Grade Ten students from No. (1) Basic Education High School and (81) Grade Ten students from No. (4) Basic Education High School in Magway Township, Magway Region. The two intact groups in each school were assigned into experimental groups and control groups. The participants were pretested before the treatment. The experimental group was taught by using interactive method while the control group was taught by using conventional method. After the treatment period, a posttest was administered to both groups. The collected data was analyzed by using independent samples t test. It was found that the students who were taught by interactive method achieved significantly higher scores in grammar achievement test. So, it can be concluded that the interactive method brings positive effects on students’ grammar achievement at the upper secondary level. The results of this study provided that interactive method is effective in teaching English grammar. 2026
2945 Moe Pwint Phyu1 and Hnin Zarni Wai2 THE EFFECTS OF READING STRATEGIES ON GRADE SEVEN STUDENTS’ READING COMPREHENSION SKILLS IN ENGLISH This paper aimed to investigate the effects of reading strategies on Grade Seven students’ reading comprehension skills in English for the academic year 2023-2024. The study applied one of the Quasi-experimental designs, viz, the nonequivalent control group design to determine the effects of reading strategies. The sample schools were No. (5) Basic Education High School and No. (12) Basic Education High School, Mandalay. Participants in this study were 90 Grade Seven students at No. (5) Basic Education High School, Mandalay and 60 Grade Seven students at No. (12) Basic Education High School, Mandalay. The posttest items were constructed based on the content assigned for this study for measuring the types of questions such as True/ False items, Gap-Filling items, Multiple-choice items, and Short questions. The collected data was analyzed by using inferential statistics, such as independent samples t test, to find out the effects of reading strategies on Grade seven students’ reading comprehension skills in English. Research findings pointed out that the students were good at comprehending English text at literal, reorganization, and inferential levels, but they were low at comprehending English text at the evaluation level. This research was a good one for the teachers and students who would like to focus on the effects of reading strategies on Grade Seven students’ reading comprehension skills in English. 2026
2946 Mya Htoo Paing1 and Wai Wai Oo2 THE EFFECTS OF PROCESS WRITING APPROACH ON GRADE TEN STUDENTS’ WRITING SKILLS IN ENGLISH The purpose of the current study is the effects of the process writing approach on Grade Ten students’ writing skills in English. In this study, explanatory sequential research (Quan?qual) design was used. For quantitative research, the design used was one of true experimental designs, pretest-posttest control group design, and for qualitative research, interview was conducted and observation checklist was applied to study the effect of process writing skill in the classroom. Participants of the research were Grade Ten students from two high schools in Taungoo Region, No. (2) Basic Education High School and No. (7) Basic Education High School. There were two groups in this study: control group and experimental group. The former group was taught with usual method (ITPR) and the experimental group was taught with process writing approach. To examine the outcomes (group observation checklist for process writing approach), was used. Independent-samples t test was used to analyze for qualitative study. And the summative rating method was used to analyze (group observation checklist for process writing approach) and thematic analysis was used to analyze the interview protocol. The findings of the study indicated that there was a significant difference between the basic writing skills, paragraph writing skills, and essay writing skills of the mean values of the experimental and control groups. Moreover, the findings of the students’ observation checklist pointed out that there was a positive outcome in the process writing approach. Therefore, the process writing approach helps students to improve the writing skills of English language learning. 2026
2947 Kyu Kyu Swe1 and Wai Wai Oo2 RELATIONSHIP BETWEEN KNOWLEDGE OF FORMATIVE ASSESSMENT OF TEACHER EDUCATORS AND THEIR TEACHING PRACTICES IN EDUCATION DEGREE COLLEGES The main purpose of the study is to investigate the relationship between knowledge of formative assessment of teacher educators and their teaching practices in Education Degree Colleges. The design used in this study is quantitative research design and descriptive research method. Data were mainly collected through quantitative research methods that were used to find out knowledge of formative assessment of teacher educators and their teaching practices. By using a simple random sampling method, (213) teacher educators from four Education Degree Colleges were selected to participate. Two instruments: a questionnaire of knowledge of formative assessment of teacher educators and a questionnaire of their teaching practices were employed. In pilot testing, the reliable value of knowledge of formative assessment of teacher educators was (0.885) and that for teaching practices of formative assessment was (0.924) using Cronbach’s Alpha. The data obtained were analyzed by using descriptive statistics (means, standard deviations, and correlation), one-way ANOVA, and Pearson product-moment correlation. The results showed that there was a positive high correlation (r=.712, p< .01) between knowledge of formative assessment of teacher educators and their teaching practices in Education Degree Colleges. It can be concluded that the more teacher educators know formative assessment, the more they use it in their teaching. 2026
2948 Su Myat Phyo1 and Swe Swe Nyunt2 AN INVESTIGATION INTO THE IMPACT OF EXPERIENTIAL LEARNING ON SCIENCE PROCESS SKILLS IN TEACHING SECONDARY SCHOOL STUDENTS The purpose of this study was to investigate the impact of experiential learning on science process skills in teaching secondary school students. Explanatory sequential design was conducted in this study. The research design for quantitative study was the non-equivalent control group design. Intrinsic case study design was used as the qualitative design. Instruments like pretest and posttest were used as the quantitative ones. Semi-structured interview questions were used as qualitative instruments. For the internal consistency reliability, Cronbach’s alpha coefficient was used. The reliability coefficient for the pretest was 0.72, and for the posttest was 0.76. A random sampling method was used to choose four high schools from two regions. The purposive sampling method was applied for collecting qualitative data. Quantitative data was analyzed by one-way analysis of covariance. The results showed that basic science process skills of students who received instruction with experiential learning on science process skills model were higher than those of students who did not receive it. Qualitative data was analyzed by thematic analysis. Qualitative findings revealed that students and teachers who participated in the experimental groups preferred the learning situation, and were willing to apply the experiential learning on science process skills model. All these results showed that the experiential learning on science process skills model was supportive in teaching science to achieve academic mastery and to acquire basic science process skills. 2026
2949 Moe Moe Khaing1 and Myat Hsu Win2 THE EFFECTIVENESS OF PEER TUTORING METHOD IN TEACHING ECONOMICS AT THE UPPER SECONDARY LEVEL The main purpose of this study was to investigate the effectiveness of peer tutoring method in teaching economics at the upper secondary level. The research design used in this study was a nonequivalent control group design, one of the quasi-experimental designs. In order to do this study, No. (1) Basic Education High School and No. (4) Basic Education High School from Meiktila Township were selected. The participants were (141) Grade Eleven students from the selected schools. Two classes were randomly selected and assigned to the control and experimental groups. Before the treatment, a pretest was administered to both groups. According to the pretest results, the two groups in school were equivalent. Then, the experimental group was exposed to peer tutoring method, while the control group was exposed to formal instruction for two weeks. After the treatment, both groups received a posttest. In order to test the research questions, the independent samples t test was used to analyze the differences between the two groups. The findings showed that the students who were taught by peer tutoring method was significantly higher in economics achievement than those who were not. This result proves that the use of peer tutoring method effects on student’s economics achievement at the upper secondary level. 2026
2950 Shwe Eain Si 1 and Khaing Khaing Lwin 2 THE EFFECTIVENESS OF ACTIVITY-BASED LEARNING ON STUDENTS’ MATHEMATICS ACHIEVEMENT AT THE LOWER SECONDARY LEVEL This study is undertaken to determine the effectiveness of activity-based learning on students' mathematics achievement at the lower secondary level. A quantitative research method was used to compare the students’ mathematics achievement between the experimental and control groups. The design of the study was one of the true experimental designs, posttest only control group. The students from the experimental group were taught by using activity-based learning. The students from the control group were taught by using formal instruction. Two sample schools, BEHS (2) and BEHS (3) were selected by simple random sampling method. The findings of the study showed that students who were taught by using activity-based learning achieved significantly higher in the posttest than those who were not. The study proved the significant effect of activity based learning. 2026