A Diagnostic Assessment Model for Mathematics in Upper Secondary Level

It is the purpose of this study to develop a Model describing and explaining the nature of the Diagnostic Assessment Process for Mathematics in First Year Upper Secondary level. Multiple sources of data were collected through questionnaires; classroom observations; clinical, structured, and informal interviews; and case studies. After investigating the nature and purpose of the assessment activities and the use of assessment information in current mathematics classrooms, a model of diagnostic assessment for Mathematics in first year upper secondary level was developed from a consideration of the data collected during the above investigation. The proposed model includes four phases: identification, diagnosis procedure, remediation and evaluation. For each phase of the diagnostic assessment process, the model explains strategies and instruments needed to use in practice. The feedback loops provide the needed information which feeds back to each phase. The proposed model was applied in practical situation (remedial class, remedial group, and individualized remediation) and validated as diagnostic test, observation checklists, interview schedule, and opinionnaire. The data analysis involved four main stages (a) statistical analysis using SPSS version 13.0 for quantitative data;(b) development of summary case studies;(c) formal analyses based on coding systems using ratings or frequency counts; and (d) informal analyses based on the researcher’s intuitive reasoning from a thorough reading of data. Five factors of variables had been identified as influencing mathematics learning of students: parents, teacher, student, peer and feedback. The cognitive, motivational, and affective factors also affected to influence students’ learning of mathematics. This model is useful not only for Mathematics assessment but also for other subjects such as English, Physics and so on. It would enable the teachers to improve their pedagogical skills, especially assessment skills. And it is very sure that this study provides positive contribution to the field of educational assessment

Attitude Scale for Student Teachers towards Teaching Profession

The aim of the study is to develop the attitude scale for student teachers towards teaching profession. Moreover, it is intended to examine the attitude of student teachers towards teaching profession by gender and subject stream. The participants were selected by using simple random sampling technique. Descriptive research design and quantitative survey method were used. A total of 210 first year student teachers (105 males and 105 females) from Sagaing University of Education participated. In the section of data analysis, confirmatory factor analysis, item analysis, descriptive statistics, independent sample t test, one-way ANOVA and Post Hoc multiple comparison test were used. The newly constructed scale consists of 27 items with 18 positive and 9 negative items. Reliability coefficient of Cronbach's alpha (.819) was established using internal consistency method. Content validity and criterion related validity was also established. Concurrent validity was found to be (.505). Based on the results, attitude towards teaching profession of student teachers was satisfactory. In addition, attitude towards teaching profession of male student teachers was not significant difference from that of female student teachers. By subject stream, there was a significant difference in attitude towards teaching profession (p<.001). Attitude towards teaching profession of arts student teachers were highest, that of science student teachers were second and that of arts-science students were lowest. The present study contributed both for the developing of attitude scale for student teachers towards teaching profession and examining the attitude of student teachers. It is also hoped that the finding of this scale would enable the investigators to make suggestions towards improving the student teachers' perception towards their profession

School-Prompted Interest in Science Learning at High School Level

The main purpose of this study was to investigate the effects of students’ and teachers’ motivation on school-prompted interest in science learning at high school level. A total of 432 grade ten students participated in this study. The Students’ Own and Perceived Motivation towards Science Learning Questionnaire and Semi-structured Interviews were used to collect the required data from students. According to the survey data, the mean score of students’ mastery goals was highest in every science subject and the mean score of school-prompted interest was highest in biology. Independent sample t-test results revealed that female students were significantly higher than male students in school-prompted interest and mastery goals in all science subjects. Then school-prompted interest, mastery goals, self-efficacy, teachers’ autonomy support and teachers’ mastery goals were positively and significantly correlated with each other at p< 0.01 in all science subjects. Finally, hierarchical regression analyses revealed that students’ perceptions of teachers’ autonomy support predicted the significant amount of variance accounted for school-prompted interest above and beyond the influence of students’ mastery goals and self-efficacy in all science subjects. Whereas students’ perceptions of teachers’ mastery goals predicted the significant little amount of variance accounted for school-prompted interest above and beyond the influence of students’ mastery goals and self-efficacy in chemistry and physics, but were not a significant predictor in biology

Self-directed Learning and Academic Self-efficacy of Education College Students

The purpose of this study is to investigate the Self-Directed Learning and Academic Self-Efficacy of Education College Students. Descriptive research design and survey method were undertaken in this study. The research instruments for this study are Self-directed Learning and Academic Self-Efficacy scale. Self-Directed Learning is the combination of the index of the Rowbotham M. Schmitz GS (2013) development and Validation of a Student Self -Efficacy Scale. j Nurs care 2;126 dol. The Cromnbach Alpha values were .865 for Self-Directed Learning and Academic Self-Efficacy.The participants for this study were randomly selected from Monywa Education College. A total of 400 of the second year students (200 males and 200 females)were participated in this study. Among the male students, 100 of males are science and remain are art. And also 100 of females are science and 100 are art. The collected data was analyzed by descriptive and inferential statistics. The result of the study indicated that there were significant differences in the Self-Directed Learning on the Education College students according to awareness, learning strategies, Learning activities, evaluation and interpersonal skills by gender. The result of the study indicated that there were significant differences in the Self-Direct Learning on Education College students according to awareness, learning strategies, learning activities, evaluation and interpersonal skills by subject. And then, there were significant differences in the Academic Self-Efficacy of students in according to subject and gender. According to the results of this study, since the Self-Directed learning skill is a skill that has overarching effects on an individual’s ability to tolerate unmet wants or needs, handle disappointments and failures, and work towards success. The research suggested that Self-Directed Learning should more actively involve for the promotion of Academic Self-Efficacy skill of the children. And in education sector, teachers and educators should also organize effective Self-Directed Learning programs or activities so that can be implemented inside and outside the schools in order to enhance the Self-Directed Learning skill of students

An Investigation into the Factors Influencing Rapport Establishment 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

Diagnostic Assessment on Slow Learners in Grade Ten Physics

The primary purpose of this study was to examine the effect of Diagnostic Assessment for Grade 10 slow learners in Physics. Both quantitative and Qualitative approaches were used in this study. Data were collected through Attitude scale, classroom observation, diagnostic test, remediation and semistructured interviews. The number of respondents was 1085 students (491 Males and 594 females). The slow learners were identified by using three Screening methods: attitude scale, teacher’s assessment and academic Achievement test. After identification of the slow learners, the diagnostic test was used to explore their background knowledge and the nature and causes of difficult areas. And then, remediation was implemented and qualitative follow up study was conducted by semi-structured interview and continuous assessment. In this study, the diagnostic assessment was the most effective and advantageous approach for slow learners

Teachers' Attitudes Towards Inclusion of Children with Disabilities

Inclusive education has become important to governments around the world to provide education for all and international recognition of the importance of meeting the needs of diverse populations. The purpose of the study is to investigate teachers' attitudes towards inclusion in Myanmar and to explore the needs and challenges which exist in conducting inclusive schools across the country. This research was a survey of quantitative and qualitative mixed design. During December 2017 the data were collected by using questionnaire(Attitude towards Inclusion Scale of Thomas V. Sabella (2015) and Opinions Relative to Integration of Students with Disabilities (ORI) of Antonak, R. F., and Larrivee, B. (1995))and interview. The teacher participants (900) were 150 from Sagaing Region, 150 from Mandalay Region, 150 from Rakhine State, 150 from Mon State, 150 from Ayerawady Region and 150 from Yangon Region.Results showed that the teachers’ attitudes are positive. This study indicated years of teaching experience, age and status did not necessarily influence teachers’ attitudes. The qualitative study revealed six factors for inclusion, nine barriers to inclusion, and seven themes. They thought that lack of resources including materials and personnel would be a major barrier to inclusion and need for more training related to inclusion of children with disabilities. According to the findings, the teachers are not opposed to the philosophy of inclusion but they believe that some children with disabilities would receive a better education in special schools

Parental Involvement in Students’ Mathematics Learning at Upper Primary Level

The main purpose of this study was to identify the effects of parental involvement in students’ mathematics learning at Upper Primary Level. Data were collected through questionnaires and semi-structured interview. In this study, total number of 384 Grade Four students (170 males and 214 females) and their respective parents from Yangon Region and Thantwe Township were participated. Significant differences were found in parental involvement and students’ mathematics interest according to region. Then, the ANOVA results indicated that the higher level of parental involvement was significantly different from moderate and low involvement in mathematics achievement and interest. Pearson correlation revealed that all categories, except parent-school communication concerning students’ school problem, were positively significantly correlated with students’ mathematics achievement. Next, regression analysis showed that parents’ educational values and interest was only the strong predictor for students’ mathematics achievement. Concerning with parents’ demographic factors, socioeconomic status was associated with students’ mathematics achievement. But, number of siblings was negatively associated with students’ mathematics achievement. Another factor of mothers’ education level was also the predictor for students’ mathematics achievement

Pro-social Behaviour of Lower Secondary Students and Their Parenting Styles

The main purpose of this study was to investigate pro-social behaviour of lower secondary students and their parenting styles. Survey method was used in this study. Data were collected through questionnaires. In order to collect the data, two questionnaires were constructed: pro-social personality battery (PSB) for student’s pro-social behaviour (consists of social responsibility scale, empathy scale, moral reasoning scale, and self-reported altruism scale) and parenting style questionnaire (consists of authoritative, authoritarian, and permissive) for their respective parents. The total number of 630 (315 males and 315 females) Grade 9 students and their respective parents from Yangon Region were participated. The required sample was selected by using random sampling technique. According to this study, there were no significant differences in prosocial behaviour and parenting styles according to student gender. Independent sample t-test pointed out that there was no significant difference in pro-social except empathy (p<0.05) behaviour between rural and urban. However, there were significant differences in authoritative parenting styles by region (p<0.01) and parent gender (p<0.05). Pearson correlation revealed that authoritative parenting style was positively significantly correlated with students’ pro-social behavior (p<0.01). Based on the effect of parenting style on students’ pro-socia

Parental Attachment on Adolescent Perception of the School Environment and School Connectedness of High School Students

The purpose of this study was to investigate parental attachment on adolescent perception of school environment and school connectedness. Sample 811 Grade 9 students from seven selected high schools participated in this study. Parental Attachment Questionnaire, Psychological Sense of School Membership Scale, and Classroom Environment Scale were used. In this study there were significant differences in parental attachment by gender, schools and region. Female students had better attachment and closer relationship with their parents than male students. Students from Yangon Region received more attachment, guidance and mutually supportive relationships from their parents than that of students from Ayeyarwady Region. It was found that father's occupation, mothers' occupation and schools affected on perception of adolescents. And school connectedness was significantly positively correlated with parental attachment. Then, school attachment was significantly correlated with perception of classroom environment. Next, perception of classroom environment was significantly positively correlated with parental attachment. Multiple regression analyses revealed that the strongest predictors for adolescent perception of school connectedness were classroom environment and parental attachment. There may be more benefits in conducting a longitudinal study using both qualitative and quantitative research methods