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
501 Nwe Nwe Yee A STUDY ON UNESCO MEMORY OF THE WORLD IN MYANMAR* Myanmar is a country in Southeast Asia which has very long cultural history starting from prehistoric to the historic period. The abundance of cultural properties, historic sites and ancient monuments of different periods from prehistoric to 18th century AD are the sources of cultural heritage. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has been exploring the world's heritage in world-wide sites and has started the program "Memory of the World" to carry out assessment of the heritage of the countries and select the heritages of the countries and select the heritages. The four heritages registered in "Memory of the World" are Kuthodaw (Mahalawka Marazein) Pagoda Stone Inscriptions (2013), Myazedi Quadrilingual Stone Inscription (Rajakumar Stone Inscription) (2015), The Gold leaf Letter (Shwe Pe Hlwa) (2015), and King Bayinnaung Bell Inscription (2017). The heritages may be said to provide evidence that the civilization of Pyu, Mon and Myanmar was well established from the Bagan period (11th to 13th century AD) to the Konbaung period (18th to 19th century AD) The purpose of this paper is to provide only the facts from such inscriptions for observers. 2019
502 Nu Nu Htwe AN ANALYTICAL STUDY OF PRINCIPALS’ KNOWLEDGE MANAGEMENT PRACTICES FOR REENGINEERING PRIMARY TEACHERS’ TEACHING PERFORMANCES* The objectives of this research are to analyze the principals’ knowledge levels and practice levels on knowledge management (KM), to examine the variations of principals’ KM practices due to their knowledge levels, personal factors (academic qualification, professional qualification, attended workshop, teaching service, gender), and school related factors (type of school and school location), to analyze primary teachers’ levels of teaching performances, to examine the relationship between principals’ KM practices and primary teachers’ teaching performances, to identify the predictors of principals’ KM practices on primary teachers’ teaching performances and the predictors of principals’ personal factors on their KM practices. Quantitative and qualitative methods were employed in this study. A total of ninety principals and four-hundred and eighty teachers from Yangon City Development Area were selected as subjects, using the equal stratified random sampling. The required data for quantitative study were collected by using three sets of questionnaire (one for principals and two for teachers). Interview, documentation, and observation checklists were used for qualitative study. Descriptive statistics, independent sample t Test, one-way ANOVA, Item Percent Correct (IPC), Pearson product moment correlation, and multiple regression analysis were used to analyze the data in the study. The level of principals’ overall KM practices was moderately high. There were significant differences in principals’ KM practices grouped by their knowledge levels, school location, and gender, types of school, academic qualification, professional training, and attended workshops. There was an association between principals’ KM practices and teachers’ teaching performances. The multiple regression results showed that among the predictors of principals’ KM practices on primary teachers’ teaching performances, process management was appeared as the most influential predictor and among the principals’ personal factors, attended workshop was appeared as the most influential predictor for principals’ KM practices. 2019
503 Thi Thi Khine A STUDY OF SECONDARY SCHOOL STUDENTS’ PERCEPTION ON THE CHARACTERISTICS OF EFFECTIVE TEACHERS AT THE BASIC EDUCATION HIGH SCHOOLS IN SAGAING TOWNSHIP, SAGAING REGION This study investigated students’ perception on the characteristics of effective teachers at the Basic Education High Schools in Sagaing Township, Sagaing Region. A total of 392 Grade-10 students (male=194, female=198) were selected as participants from three Basic Education High Schools in Sagaing Township, using simple random sampling method. Descriptive research design was used. In questionnaire, it has two main parts: demographic data and 25 items for studying students’ perception on the characteristics of effective teachers. The five domains of the Effective Teacher Surveys are Lesson Planning and Preparation, Classroom Environment, Instruction, Professional Responsibility and Personal Characteristics. The students’ perception on the characteristics of effective teachers was examined by using the Effective Teacher Surveys (25 items) developed by Hadley (2011) based on Charlotte Danielson’s Framework for Teaching. Descriptive Statistics, one way ANOVA and Independent Sample t-test were used to analyze the data. Regarding the findings of data students from school B had the highest mean value (?X=3.05) among three selected Basic Education High Schools. There were significant differences in students’ perception on the characteristics of effective teachers grouped by school (df = 2, F = 6.688, p<.001), gender (t = -2.467, p<.05) and subject combination (t= 5.451, p<.001).The results showed that the perception of students from school B was highest among selected three schools; the perception of female students was better than that of male students; and the perception of pure science students was better than that of eco-science students. 2019
504 Nant Mar Lar Than INVESTIGATING THE KNOWLEDGE, VALUE AND EFFORT OF TEACHER EDUCATORS FROM EDUCATION COLLEGES IN MYANMAR CONCERNING CONTINUOUS PROFESSIONAL DEVELOPMENT The major purpose of this study is to investigate teacher educators in the Education Colleges (ECs) in Myanmar on their knowledge concerned with their fields of studies, their values and their effort in performing their educational tasks. On the other hand, this study is to enlighten the importance of Continuous Professional Development (CPD) and arouse those teacher educators to make effort for their professional development (PD). Based on the theories and research papers concerning CPD, analyzing the problems, developing the research questions, preparing questionnaires, collecting data, analyzing information and interpreting the collected data were systematically done. By using the random sampling method 4 ECs (Thingangyun, Pathein, Taunggoo, and Hlegu) were chosen to be investigated. The result supposed that teacher educators can describe what CPD is in their own words, currently they are conducting CPD activities, they have positive attitude towards CPD, most of those have future plan to conduct PD activities, although they have some drawback and barriers, they have desire to implement by observing others’ performances, accepting suggestions and reflecting themselves. It is hoped that this research can directly support teacher educators of Education Colleges, especially on how they can improve their PD. It is also hoped to support not only for staff development but also for producing qualified teachers. 2019
505 Hla Thet Paing DEVELOPING AN INSTRUCTIONAL LEADERSHIP MODEL FOR PROMOTING PRIMARY STUDENTS' CREATIVE THINKING SKILLS The purpose of the study is to develop an instructional leadership model for promoting primary students' creative thinking skills. This study is based on Blase and Blase's model, Tsai's model, Mellou's model and Cole's model. This study intends to investigate whether there would be significant differences in the instructional leadership of principals and science subject leaders in term of school locations, school level, position and qualification. It is based on the six instructional leadership dimensions. Both quantitative and qualitative approaches were applied in this study. Cluster sampling method was used: 112 principals and science subject leaders, 482 lower primary school teacher and 240 lower primary school students from 96 schools were selected as participants. Independent Sample t-Test, one way ANOVA, post-hoc Tukey HSD, Pearson product-moment correlation, simple linear regression and multiple regression were employed for the analysis of quantitative data. A significant difference was found in overall instructional leadership performance by school level (F=3.39, p=.037). Principals and science subject leaders in primary schools rated overall instructional leadership performance higher than those in middle schools (Mean difference=.30, p=.023) and those in high schools (Mean difference=.28, p=.040). Principals and science subject leaders' performance on instructional leadership was positively and significantly correlated with lower primary school teachers' performance on teaching practices. Performance of lower primary school teachers on teaching practices appears to be the best predictor of lower primary school students' creative thinking skills. Qualitative study suggested that school locations, school plants and facilities, and teaching learning materials may be the main source effecting the differences in instructional leadership. Based on the research findings, this study reveals an instructional leadership model for promoting primary students' creative thinking skills. 2019
506 Yadana Theu AN ANALYSIS OF THE IMPACT OF PROBLEM-BASED LEARNING ON GRADE-6 STUDENTS’ METACOGNITIVE SKILLS* This study was designed to investigate the impact of problem-based learning on metacognitive skills of Grade-6 students. For this purpose, pretest-posttest design, without control group, was used in this study. The research group of the study was comprised of forty eight Grade-6 students who studied at the Practicing Middle School, Hlegu Education College, Yangon Region, in 2017-2018 Academic Year. Seven learning stages of problem-based learning process were carried out on the experimental group for a period of over 40 hours. Four problems developed from Chapter-5 (Earth and Space) from Grade-6 General Science Textbook were used as an intervention procedure. For quantitative data collection, Metacognitive Skills Inventory (MSI) which consists of 40 items and 2 factors was used. Before any intervention, participants of this study was completed Metacognitive Skills Inventory. Then, the participants worked through developed four problems within seven learning stages of problem-based learning process. After the intervention, students completed the same Metacognitive Skills Inventory for a second time. Two dependent sample t-test was used for pretest and post-test comparisons. Results showed that students performed better in post-test. It has been concluded that the learning stages of problem-based learning process had an impact on the metacognitive skills of Grade-6 students. 2019
507 Nant Rosalin A STUDY OF BIG FIVE PERSONALITY TRAITS OF B.Ed. FIRST YEAR STUDENTS AT THE UNIVERSITY FOR THE DEVELOPMENT OF THE NATIONAL RACES OF THE UNION The purpose of the study was to measure and compare the Big Five personality traits of B.Ed. first year students at the University for the Development of the National Races of the Union (UDNR).To fulfil the study, a simple random sampling technique was used in selecting 150 students of B.Ed. first year (65 males&85 females) who were chosen from three specialized subjects (Arts, Science and Combination of Arts & Science). The students’ Big Five personality traits were examined by using the International Personality Item Pool (IPIP)(Goldberg, 1999) which comprised of the fifty statements about personality traits (10 statements about each personality trait) by collecting demographic information of the participants such as gender and specialized subject. The Big Five personality traits are Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness. Collected data was analyzed by using descriptive and inferential statistical techniques such as mean, independent sample t- test and ANOVA. It was found that B.Ed. first year students’ Agreeableness personality trait was the greatest factor among participants in this study and Neuroticism personality trait was the smallest factor among them. Male students got greater scores on their Big Five personality traits instruments as compared to female students. There were significant differences between male and female students on Neuroticism and Openness personality traits; female students were stronger than male students on their Neuroticism personality traits and then male students were stronger than female students on their Openness personality traits. But there were no significant differences on remaining personality traits between male and female students. Another finding pointed out that there were no significant differences between specialized subjects on each Big Five personality trait. 2019
508 Thae Phyu Htwe CONSTRUCTION OF PARALLEL FORMS OF GRADE 10 CHEMISTRY AND FINDING ITS RELIABILITY COEFFICIENT OF EQUIVALENCE The main purpose of this study was to develop two parallel forms of test for Grade (10) Chemistry. This thesis was mainly concerned with planning, constructing, and analysis of test items. And then, two parallel forms of test were administered to 524 Grade (10) students from Ten Basic Education High Schools in Yangon Region. Descriptive survey method and quantitative research design were used in this study. From 80 items of both forms, 12 pairs of items were selected as parallel items according to their similar levels and ranges of difficulties and discriminations. Since reliability coefficient of equivalence of Form A and Form B is 0.703, both forms have strong positive relationship. So, students who performed well in Form A would also perform well in Form B. Form A can be used to get more information for measuring chemistry achievement of students who have ? = -1.4. Form B had smaller standard error across the ability scale from -2.5 to +1.5 and larger standard error had at the low and high ends of the scale. The maximum amount of information was I(?) = 6.7 at ? = +0.2. Ability estimates were more precise across the ability scale from -2.5 to +1.5 than at the high and low ends of the scale. Therefore, Form B could be suitable to measure for students whose ability is ? = +0.2. The expected ability distributions of the students (Form A and Form B were applied) were normally distributed across the ability scale. 2019
509 Hnin Hay Man Thein AN ANALYSIS OF THE IMPACT OF MOTIVATION AND MOTIVATION FACTORS ON STUDENT ACADEMIC ACHIEVEMENT The main purpose of this study was to investigate the impact of students’ motivation and motivation factors on academic achievement in a particular classroom setting. Quantitative design was used in this study. The Academic Motivation Scale, Motivation Factors Questionnaire and Academic Ability Tests were used in this study. Academic Motivation Scale consists of three subscales: intrinsic motivation, extrinsic motivation and amotivation and is composed of 27 items (?=0.838). Motivation Factors Questionnaire consists of six subscales: self-efficacy, mastery approach, mastery avoidance, performance approach, performance avoidance, and perceived instrumentality and consists of 22 items (?=0.816). To obtain the required data, a total of 1,332 students from the selected Basic Education Schools in 5 Regions and States participated in this study by using the multi-stage sampling technique. The result of t test by gender revealed that there was influence by gender for motivation and motivation factors by the whole sample. ANOVA results indicated that there were significant differences with regard to students’ motivation and motivation factors by regions. The result of Tukey HSD tests were conducted and it was apparent that regions differed significantly at 0.05 level. In addition, multiple regression analysis showed that students’ motivation (F = 87.010, p<0.001) and motivation factors (F = 495.734, p<0.001) were the best predictors of their academic achievement. The research on how high school students’ motivation and motivation factors impact on academic achievement can give useful guidelines for the teachers to create classroom environment that can impact students’ academic achievement. 2019
510 Hnin Ei Zar TEACHERS’ PERCEPTIONS, BELIEFS AND PRACTICES OF STUDENT MOTIVATION The purpose of this research was to examine teachers’ perceptions, beliefs and practices of student motivation. Descriptive survey method and quantitative approach were used in this study. The Perceptions of Student Motivation (PSM), Motivating Students Questionnaire (MSQ), Theoretical Beliefs and Practices (TBP) questionnaires of Hardre, Davis and Sullivan's (2008) were used for data collection. Seven point Likert scales were used to respond these questionnaires. A total of 600 in-service teachers (JAT and SAT) from Ayeyarwaddy Region involved in this study. After conducting a pilot study with 50 in-service teachers in November, 2017, collecting data was completed in December, 2017. The results showed that the JAT has the perception of student’s motivation more than SAT in this study. And JATs’ theoretical belief and practices for student motivation were higher than that of SATs. For the perception of student motivation, Pathein and Phyapone Districts were higher than the other Districts. And then Myaungmya and Phyapone Districts were more than Pathein District for the use of motivating strategies. In theoretical beliefs and practices of student motivation, Myaungmya and Phyapone Districts were higher than that of the other Districts. In teachers’ perception of student motivation, in-service teachers were not different to their age level. ANOVA results revealed that 51-60 age group of in-service teacher were higher than that of the others for the use of motivation strategies and theoretical belief and practices for student motivation. Multiple regression analysis pointed teachers’ theoretical beliefs and practices can predict teachers’ motivating students and perception of student motivation. 2019