Research List

No.	Researcher	Title	Abstract	Year
2951	Aung Zin Phyo1 & Khaing Khaing Lwin2	THE EFFECTIVENESS OF HEURISTIC METHOD ON STUDENTS� MATHEMATICS ACHIEVEMENT AT THE LOWER SECONDARY LEVEL	The major purpose of this study is to investigate the effectiveness of heuristic method on students� mathematics achievement at the lower secondary level. Quantitatively, an experimental study was used to compare the mathematics achievements of the students between the control and experimental groups. The students from the experimental group were taught by heuristic method. The students from the control group were taught by formal teaching method. One of the true experimental designs, namely, the posttest only control group design was used. In this experimental study, the participants were (120) Grade Seven students from two schools: Basic Education High School, Sintgaing and Basic Education High School, Hingu. Learning materials were selected from Grade Seven Mathematics Textbook. It contained Chapter (5) Algebraic Equations from Mathematics Textbook Volume I and Chapter (4) Symmetry from Mathematics Textbook Volume II. Independent samples t test was used to compare the differences between the two groups. Research findings revealed that teaching by heuristic method had a positive contribution to the improvement of mathematics teaching. It was interpreted that teaching by heuristic method was effective in raising students� mathematics achievement at the lower secondary level.	2026
2952	Nyein Nyein Thet1and Aye Su Myat2	THE RELATIONSHIP BETWEEN PROBLEM SOLVING ABILITY AND LOGICAL MATHEMATICAL INTELLIGENCE OF MIDDLE SCHOOL STUDENTS	The main purpose of this study is to investigate the relationship between problem solving ability and logical mathematical intelligence of middle school students. The research design for this study was descriptive (survey) research design and it was conducted in Nattalin District, Bago Region (West). The participants of this study were (450) Grade Eight students and the questionnaire for problem solving ability including (25) items, the questionnaire for logical mathematical intelligence including (25) items and eight open-ended questions were used as an instrument. In order to address the research questions, the descriptive statistics (mean, standard deviation, frequency, percentage) and the inferential statistics (Pearson product-moment correlation) were used. The comparison of mean values of problem solving abilities indicated that the mean score of confident problem solving ability was the highest and that of avoidant problem solving ability was the lowest among six dimensions of problem solving ability. The result of the finding of logical mathematical intelligence indicated that most students possess the moderate level of logical mathematical intelligence. Moreover, the result also showed that problem solving ability was moderately correlated with logical mathematical intelligence of middle school students (r = .464). The results of eight open-ended questions indicated that some students skip the steps and get wrong answers while they are solving problems, they have to use previously learned concepts and they can manage challenging problems by calming down their mind and by using self-monitoring activities but sometimes they face difficulties according to misunderstanding and nearly all students use their logical mathematical intelligence for making various activities.	2026
2953	Su Thinzar Phyo1, May Cho Min2	REFLECTIVE LEARNING, COGNITIVE STYLES AND ACADEMIC BEHAVIORAL CONFIDENCE OF STUDENT TEACHERS*	This study aimed to investigate reflective learning, cognitive styles and academic behavioral confidence of student teachers in Myanmar. The explanatory sequential design was used in this study. A total of 846 student teachers from Education Degree Colleges participated in the quantitative study. The results of one-way MANOVA indicated that there were significantly differences of reflective learning and academic behavioral confidence by cognitive styles. Moreover, the finding of this study revealed that student teachers with integrated style and systematic style were higher in reflective learning and academic behavioral confidence than those with split style, undifferentiated style and intuitive style. The correlation results indicated that reflective learning and academic behavioral confidence were significantly positive inter-correlated in split style, undifferentiated style and integrated style. A qualitative follow-up study was conducted by semi-structured interview with 20 selected student teachers based on the results of quantitative study. The interview results supported prominently the findings of quantitative study and indicated that there was relationship between reflective learning and academic behavioral confidence in each cognitive style.	2026
2954	Hnin Wai Wai Htet1, Ei Mon Mon Aung 2	THE IMPACT OF MULTISENSORY LEARNING ON MYANMAR LITERACY ENGAGEMENT OF GRADE 1 STUDENTS*	The main purpose of this study was to investigate the impact of multisensory learning on Myanmar literacy engagement of Grade 1 students. Both quantitative and qualitative research study were used to observe the impact of multisensory learning on Myanmar literacy engagement. Cluster sampling method was used in this study. The participants in this study consisted of 38 Grade 1 students (20 male and 18 female). Firstly, multisensory intervention framework was created to use in the intervention program. Then, Myanmar literacy test was constructed to use as pre-test and post-test. Before the intervention program, pre-test was administered. The intervention period was totally eight weeks. Post-test was administered after the intervention program. The paired samples t-test was used to study the differences between pre-test and post-test results. Quantitative data revealed that students� post-test of literacy engagement was significantly higher than those of pre-test. Then, qualitative study was conducted. Through the process of triangulation method, using interviews, field notes and observation checklists, it was discovered that multisensory learning encouraged and promoted Myanmar literacy engagement of Grade 1 students. Multisensory intervention program would make great contributions. The contribution of the study is that it will provide educational personnels with valuable information that to improve the students� literacy engagement.	2026
2955	Wah Wah Sann1, Khin Nyunt Nyunt Saw2	EXPLORING INTENTIONAL SELF-REGULATION FACTORS INFLUENCING ON YOUTH DEVELOPMENT*	This study was to explore the factors of intentional self-regulation influencing on development of youth in Myanmar. In this study, a total of 25 participants, Grade 10 and Grade 11 students were selected from Basic Education Schools by using purposive sampling technique. Semi structured interview and thematic analysis were applied. This study was conducted at 6 Regions and 4 States in Myanmar. Interview research questionnaire for intentional self regulation was developed by researcher based on related review of literature. Interview questionnaire for youth development was developed by researcher based on Youth Interview Questions (Arnett, 2000). Based on the qualitative results, the researcher explored the role of intentional self-regulation in positive youth development of adolescents. Self-management, self-awareness, resilience and motivation were the factors that intentional self-regulation influenced on positive youth development of adolescents. Self-management is the ability to manage behaviors, thoughts and emotions in a conscious and productive way. Strong self management skills persons have ability to set goals independently and take the initiative to achieve them. Self-awareness is the ability to look inward, think deeply about the behaviors and consider how it aligns with moral standard and values. Self-awareness also gives a deeper understanding of own attitudes, opinions and knowledge. Resilience is the capacity to remain flexible in our thoughts, feelings and behaviors when faced by life disruption, or extended periods of pressure. Motivation is an essential ingredient in effective teaching and learning. Motivated students are much more likely to achieve their potential and find success. Therefore, the reasons for possessing positive youth development were having these skills such as self management, self-awareness, resilience and motivation related to intentional self-regulation of adolescent.	2026
2956	Su Mon Oo1, Khin Nyunt Nyunt Saw2 & Tin Zar Aung3	ONLINE LEARNING READINESS OF PRE-SERVICE TEACHERS	The main purpose of this study was to investigate pre-service teachers� online learning readiness. This study was a quantitative survey and a simple random sampling technique was used. A total of 600 pre-service teachers (2022-2023 AY) from Yangon University of Education participated in this study. Online Learning Readiness Scale (Hung, 2010) was used and participants indicated their opinions by using five-point Likert scales. Data from the questionnaires were coded and analyzed by using descriptive statistics, independent samples t-test and one-way analysis of variance (ANOVA). Descriptive statistics stated that the mean percentages of pre-service teachers� self-directed learning (78.44%) was found to be the highest and that of pre-service teachers� online communication self-efficacy (69.46 %) was the lowest. Regarding gender, the mean scores of male pre-service teachers is greater than that of females and significant difference was found on overall scale as well as four subscales such as computer/internet self-efficacy, learner control, motivation for learning and online communication self-efficacy. ANOVA results of education level showed that the fifth year pre-service teachers exhibited a great significant readiness in all dimensions of online learning readiness. Moreover, the older pre-service teachers showed significantly higher readiness than younger pre-service teachers in overall online learning readiness, computer/internet self-efficacy, self-directed learning and learner control. Then, the online learning readiness of the pre-service teachers did not differ significantly in the duration of the internet use. Finally, pre service teachers who have attended the online training possess higher online learning readiness in the computer and internet self-efficacy than the participants who have not attended the online training. This study made the contribution that policy makers in higher education institutions should prepare a comprehensive plan focusing on not only teaching and learning strategies, online activities and examinations but also finding ways to improve the students� readiness for online learning. In addition, government should give support such as establishing infrastructure, professional training and finance to ensure the quality of online education system.	2026
2957	Ei Thinzar Ko1, Kyawt Sandar Khine2	ATTACHMENT STYLES AND SOCIAL COMPETENCE OF HIGH SCHOOL STUDENTS	The purpose of this study is to investigate attachment styles and social competence of high school students. Stratified random sampling technique and quantitative approach was used in this study. A total of 658 high school students (330 male and 328 female) from six basic education high schools in Yangon Region and Rakhine State participated in this study. In this study, four attachment styles were measured with Attachment Style Questionnaire (ASQ) conducted by Van Oudenhoven, Hofstra and Bakker (2003). It includes 24 items (7 items for secure attachment style, 5 items for fearful attachment style, 7 items for preoccupied attachment style and 5 items for dismissing attachment style) in which each item is rated with a five-point Likert scale. The Multidimensional Social Competence Scale (MSCS) developed by Trevisan, Tafreshi, Slaney, Yager and Iarocci (2018) was used to measure social competence of high school students including 77 items (11 items for social motivation, 11 items for social inferencing, 11 items for demonstrating empathic concern, 11 items for social knowledge, 11 items for verbal conversation skills, 11 items for nonverbal conversation skills and 11 items for emotion regulation) with five-point Likert scale. Alpha reliability for ASQ and MSCS revealed at 0.545 and at 0.77 respectively. Although there were no significant associations between high school students� attachment styles and gender, age and Grade, it was found that attachment styles were significantly associated with schools and region at 0.001 level. There was significantly associated with high school students� attachment styles and cooperation in group activities at 0.01 level. The results of independent samples t-test revealed that there were significant differences on social competence with gender and cooperation in group activities at 0.01 level and with region at 0.001 level. And regarding the Grade and age, there were no significant differences on social competence. Again, ANOVA results showed that there was a significant difference on social competence among schools at 0.001 level. Finally, there was a significant association between high school students� attachment styles and social competence level at 0.001 level. The findings of this study will be desired for parents, teachers and counsellors to help the high school students have secure attachment style and support them to develop social competence.	2026
2958	Phyu Phyu Aung1 & Khin Hnin Nwe2	A META-ANALYSIS STUDY ON FACTORS INFLUENCING CAREER MATURITY OF ADOLESCENTS	The main purpose of this study was to conduct the systematic review on the factors influencing the career maturity of adolescents. As the initial analysis of the study, related literature and previous studies were searched and reviewed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Then, the systematic review with meta-analysis was accomplished to explore the personal and environmental factors that have significant effect on the career maturity of adolescents. An exhaustive literature search enabled to select 18 studies which were eligible to conduct meta-analysis. In all cases in this study, random-effects model which assumes that there is heterogeneity between ESs in different studies, was used. In each meta-analysis, an average effect size and a 95% confidence interval were calculated with the improved method proposed by Hartung (S�nchez-Meca & Mar�n-Mart�nez, 2008). From the results of meta-analysis, career decision making self-efficacy, self-efficacy, self-concept, emotional intelligence and self esteem were found to be salient personal factors that have significant effect on the career maturity of adolescents. Furthermore, it was found out that parental support, family support and socio-economic status can be considered as the important external or environmental factors that have significant influence on the adolescents? career maturity.	2026
2959	Zin Myo Akari Kyaw1, Su Myat Aye2	PSYCHOMETRIC PROPERTIES OF PSYCHOLOGICAL HARDINESS SCALE FOR BASIC EDUCATION TEACHERS	The primary purpose of the study is to investigate the number of items and the dimensions of psychological hardiness scale for basic education teachers. Descriptive survey research method was applied and quantitative data analysis was executed in this study. For psychological hardiness scale, two instruments were used with 44 items. A total of 997 basic education teachers were randomly selected. Basic education teachers in Bago Region and Naypyitaw were examined. And then, exploratory factor analysis (EFA) was used to investigate the number of items and the dimensions of the scale. It was also used to reduce data to a smaller set of summary variables and to postulate that there is a smaller set of unobserved (latent) variables or constructs that underlie the variables that actually were observed. Confirmatory factor analysis (CFA) is a multivariate statistical procedure that is used to test how well the measured variables represent the number of constructs. CFA was conducted to determine the existing structure of the scale and to test how the variables are related to underlying constructs. For psychological hardiness scale, three subscales (commitment, control and challenge) were used with 29-items	2026
2960	Thazin Mon1	PEER PRESSURE AND DECISION MAKING STYLES OF STUDENT TEACHERS	student teachers from Yangon University of Education. Quantitative approach was used in this study and the required sample was selected by using random sampling technique. A total of 473 student teachers (First year to Final year student teachers) from Yangon University of Education in 2023-2024 academic year participated in this study. As research instruments, the Peer Pressure Questionnaire-Revised (PPQ-R) developed by Sunil Saini and Sandeep Singh (2016) and General Decision Making Style Questionnaires (GDMS) developed by Scott and Bruce (1995) were adapted to measure peer pressure and decision making styles of student teachers in this study. The results showed that the student teachers experienced moderate level of peer pressure and most of them tended to use rational decision making styles. In this study, it was found that there were significant differences in peer pressure of student teachers by gender, age and education level. It was observed that there was significant difference in student teachers� decision making styles by gender but there were no significant differences by age and education level. The result of this study revealed that student teachers who had high peer pressure were most likely to use dependent and spontaneous decision making styles rather than rational decision making style. Moreover, student teachers� decision making styles had a significant association with their level of peer pressure at 0.001 level. To sum up, the findings of this study have implications in assisting student teachers, administrators and educators by highlighting the importance of peer pressure and decision making styles of student teachers.	2026

Research Publications

Myanmar Academy of Art & Science List of Research