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Adenosine triphosphate (ATP) is the molecular unit of intracellular energy and it is the product of oxidative phosphorylation of cellular respiration uses in cellular processes. The study explores the growth of the misconception levels amongst the learners and evaluates the effectiveness of animation model over traditional methods. The data obtained from the sixty B.Sc. students found the growing misconception status in the mitochondrial oxidative phosphorylation test. Euclidean Distance Formula was used to analyzing and interpreting the various growing misconception levels among the students and found that 88% of students have different types of misconception those were rooted in preconception derived from everyday experiences of students. Similarly, Chi-Square test used to observe the effects of the animation model over the "correct" and "misconception" status of the students and it was resulted that misconception levels relatively decreased from 88% to 15%, and only 15% of students have the misconception problems. However, Univariate Analysis of Variance used to measure the effectiveness of animation model of mitochondrial oxidative phosphorylation over the control group. It results that F(1/ 118) 323.42 P < 0.01) was significant and there existed significant difference in between control and experimental group achievement of ATP generation of mitochondrial oxidative phosphorylation.

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The purpose of the study is to measure the motivation of the teachers of higher education towards students' feedback policy of National Assessment and Accreditation Council (NAAC) established by Internal Quality Assurance Cell (IQAC) for different Universities. By the help of questionnaires, the data were gathered, which were earlier sent to the participants, via e-mail for deep analysis and it was directed towards broad generalization of the population. One hundred University teachers were randomly selected as the sample from twelve departments of a university.

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Community sanitation is now an essential issue of environmental sustainability. In recently, community-led total sanitation program is going in Bangladesh, India, Indonesia, Pakistan, Ethiopia, and Kenya with the help of government and nongovernmental organizations. In this context, a community sanitation program was organized in Silchar, India, in which the students, local community members, and university professors directly and indirectly participated and gave their valuable feedback. The study aimed to evaluate the effects of community sanitation program on the awareness of environmental sustainability. In this empirical research design, 20 university students, 6 university professors, and 14 local people participated in the community sanitation and hands-on activity program organized on the roadside of Silchar Medical College & Hospital and Irongmara Market nearer to the Assam University, Silchar. The participants' responses towards the feedback cum questionnaire was analyzed by Kruskal -Wallis H test resulted significant effects of community sanitation program on the awareness of environmental sustainability.

Dyslexia is a neuro-sensory issue that makes reading challenging. However, Dyslexic Phonemic R3 is a novel approach that improved the phonological development and resolved the reading challenges of dyslexia. The primary goal of the study was 1) to evaluate the current state of the phonemic and auditory symptoms of children with dyslexia and 2) To study the effects of the Dyslexic Phonemic R3 Approach on the reading development of children with dyslexia. The Dyslexic Phonemic R3 Approach was the only experimental group in the case study, which examined the prevalence of dyslexia among the participants. There was no control group. 45 students with dyslexia were the participants chosen from thirty schools in the Indian town of Silchar. These adolescents were chosen from a population of 12-13-year-olds with auditory and phonemic deficiencies after getting the consents of their parents. The Dyslexic Phonemic R3 Approach significantly improved the reading, and spelling habit of student with dyslexia. The dyslexic phonemic R3 approach was developed in