Reading Of Text Research Articles

Development of Critical Thinking in Chemistry Teaching

The critical thinking is an important part of education supported by the Czech curriculum documents, and its importance is now being discussed in the context of the development of artificial intelligence. In the teaching of (not only) chemistry, the critical thinking can be purposefully developed through appropriate activities. The article presents three comprehensive teaching tasks for chemistry education that have the potential to develop critical thinking: Genetically Modified Crops (a task using the problem-based learning and analysis of information sources), Nuclear Energy and Spent Nuclear Fuel Management (a task focused on critical reading of text, reasoning and working with artificial intelligence) and Reaction Kinetics (research-oriented laboratory work enhanced with elements of graph and data interpretation and reasoning). Building critical thinking skills in chemistry is essential for understanding abstract concepts and acquiring skills that enable students to approach chemistry topics responsibly and knowledgeably in everyday life. Full text English translation is available in the on-line version.

A Suggestion for Eliminating Reading and Writing Errors of Students With Learning Disabilities

The purpose of this study is to examine the effect of using the wrongly read and written words in sentences on correcting the reading and writing errors of students with learning disabilities. The study group of this research, which was designed according to the qualitative action research, consisted of 13 second grade students and 7 primary school teachers in Uşak province in 2022–2023 academic year. In the determination of the students, the criteria of having a learning disability diagnosis, having reading, and writing difficulties and volunteering to participate in the study were sought. The data collection tools of the research consisted of 5 reading texts chosen by taking expert opinions. Obtained data were analyzed by content analysis method. Since the students understood the meaning of the word by using the word in the sentence, they did not repeat the spelling and writing mistakes of the words. Teachers’ opinions about the effectiveness of using the word in sentences were analyzed with content analysis and the findings were discussed on the basis of the literature.

Two different visual stimuli that cause axial eye shortening have no additive effect

Previous studies identified two visual stimuli that can shorten the human eye by thickening the choroid after short-term visual stimulation, potentially inhibiting myopia: (1) watching digitally filtered movies where the red plane has full spatial resolution while green and blue are low-pass filtered according to the human longitudinal chromatic aberration (LCA) function (the “red in focus” filter), and (2) reading text with inverted contrast. This study aimed to determine whether combining these two stimuli would have an additive effect on axial length. Twenty-two emmetropic subjects were recruited to read text (standard and inverted contrast) for 30 min from a large screen, 2 m away, either unfiltered or filtered with the “red in focus” filter. Axial length was measured before and after each reading episode using low-coherence interferometry (Lenstar LS 900, Haag Streit). Reading text with conventional contrast polarity (dark letters on a bright background) resulted in no significant axial length change. Adding the “red in focus” filter did not alter the outcome. Consistent with previous findings, reading inverted contrast text made emmetropic eyes shorter. Surprisingly, when the text was combined with the “red in focus” filter, eyes became longer rather than shorter. A possible explanation for this contradictory result is that, for the text stimulus, the “red in focus” filter removes spatial information in the blue channel needed by the retina to use LCA analysis to thicken the choroid.

Mental effort during mindless reading? Pupil fluctuations indicate internal processing during levels of inattention.

Mind wandering, an experience characterized by a reduced external focus of attention and an increased internal focus, has seen significant theoretical advancement in understanding its underlying cognitive processes. The levels-of-inattention hypothesis posits that in mind wandering, external attention is reduced in a graded fashion, reflecting different levels of weak versus deep attentional decoupling. However, it has remained unclear whether internal processing during mind wandering, and mindless reading in particular, requires effort and, if so, whether it is graded or distinct. To address this, we analyzed pupil size as a measure of cognitive load in the sustained-attention-to-stimulus task during text reading. We examined whether decoupled external attention is linked to an overall reduction in workload and whether internal focus of attention is graded or represents a distinct cognitive process. Overall, overlooking errors in the text was associated with a small pupil size, indicating reduced effortful processing. However, this effect varied with error type: overlooking high- or medium-level errors (weak decoupling) resulted in reduced pupil size, while overlooking low-level errors (deep decoupling) had no effect on pupil size. Moreover, detecting an error (at any processing level) elicited a task-evoked pupillary response, which was absent when it was overlooked. These findings suggest that weak decoupling reduces internal resource-demanding processing and are in line with the hypothesis that large pupils during deep decoupling may be associated with distinct states of effortful internal processing. They further support both the levels-of-inattention hypothesis and the notion that internal focus is a distinct mode of deeply decoupled processing. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Attentional mediators of the effect of interest on comprehension

BackgroundWhile text reading is still a preferred form of learning, topic interest can be considered an important predictor of reading comprehension. However, the nature of the relationship between interest and comprehension is not yet fully understood. AimsThe present study investigates whether topic interest is related to comprehension when measured in advance and whether two indicators of attention (i.e., mind wandering and cognitive coupling) mediate this relation. SampleParticipants were 238 university students. MethodsParticipants rated their interest in three different topics. One week later, they read one text on each of these topics. The texts’ levels of difficulty were manipulated to change during reading. Measured variables during reading were the individual adaptation of the reading speed to the text difficulty (cognitive coupling) and the frequency of mind wandering. In addition, comprehension was measured after reading each text. ResultsPreliminary assessed topic interest was found to be indirectly but not directly associated with reading comprehension. Specifically, topic interest negatively predicted mind wandering during reading, while mind wandering was, in turn, negatively associated with reading comprehension. In addition, partial evidence was found for the mediating role of cognitive coupling. ConclusionsThe present study adds to the research by showing that topic interest can predict future mind wandering and one type of cognitive coupling. Because mind wandering was, in turn, negatively related to reading comprehension, the study's findings further suggest that topic interest should be encouraged to minimize harmful mind wandering, promote adaption to text properties, and thus improve comprehension.

Pillar 3: The impact of language complexity on the preferences of commercial bank website users

This research explores the impact of document complexity and readability on user preferences for disclosure information on commercial bank web portals, with a focus on Pillar 3 disclosures. The study investigates the usage patterns of disclosed information by stakeholders. Through an analysis of web portal access variables and document complexity and readability measures, the study identifies correlations between text complexity/readability and user preferences. The experiment used traditional readability measures like the Gunning Fog Index and Flesch Reading Ease but also focused on less-used metrics such as LIX, various text characteristics, and part-of-speech metrics. The findings reveal that while stakeholders show interest in financial documents despite their complexity, preferences in using these documents vary based on document type and readability. Notably, documents with higher complexity tend to attract more attention, suggesting potential challenges in accessibility and comprehension. The paper highlights the importance of presenting disclosure information in a manner that enhances readability and accessibility to better engage stakeholders. Additionally, the research introduces user preference indicators aligned with web portal access metrics, providing insights into stakeholders’ behavior. The research followed up on previous findings of extremely low interest in Pillar 3 information from commercial bank stakeholders. The results showed that stakeholders are more interested in less demanding and more readable texts such as annual reports, and as Pillar 3 documents are more complex and harder to read, they are less interested in them. The research concludes that stakeholders’ increasing interest in this information requires finding approaches to presenting it in less complicated and more readable ways.

Classification of papyrus fragments by chemometric analysis of near-infrared spectra

Papyrus has been used for millennia to record information, for sophisticated works of art as well as mundane notes. The collection, identification, and translation of papyrus fragments therefore opens a gateway into the past. To aid the efforts to access the history recorded in papyri, we investigated the suitability of NIR spectroscopy to perform two tasks: One is to support the authentication of ancient papyri, by differentiation of papyri that were manufactured more recently and subjected to accelerated ageing to resemble the originals. The other is the extensive task to piece together papyrus fragments into readable texts again. In museums around the world, more than 100,000 ancient papyrus fragments still wait for their proper assembly, deciphering and publication. The papyrus writing-ground was analysed by near-infrared (NIR) spectroscopy, and the spectra were evaluated using principal component analysis (PCA), hierarchical cluster analysis (HCA), partial least squares discriminant analysis (PLS-DA), and self-organizing maps (SOM). Cluster analysis and PLS-DA proved to be useful tools for distinguishing modern papyri from ancient papyri which were provided by collections in Vienna and Leipzig. Neither natural nor accelerated ageing affected the classification. A PLS-DA classification model, constructed from NIR spectra of 89 model scores, detected recent Papyri samples with 100 % sensitivity and specificity, even after accelerated ageing. The identification of groups of fragments of ancient papyri based on NIR spectra and chemometry is not straightforward. HCA, which focuses on the differences between samples, only grouped the fragments of 4 out of 20 papyri correctly. SOM, which rather focuses on the similarities, grouped 6 sets of fragments correctly. An automated grouping of fragments remains difficult, since the fragments themselves are heterogeneous while similarities between unrelated ancient papyri can be large.

A Study of Key Factors Influencing the Usability of Smartphone Graphical User Interfaces for Older Adults

This study investigates the key factors influencing the usability of smartphone graphical user interfaces (GUIs) among elderly users in Shanxi Province, China. A total of 1,111 healthy individuals aged 60-75 years participated in the study. Quantitative analysis methods, including descriptive statistics, Pearson correlation, regression analysis, and mediation and moderation analysis, were employed to examine the interactions between user characteristics (age, education, experience, health status) and GUI design factors (interface layout, text and icon design, feedback mechanisms, information presentation) about usability metrics (cognitive load, interaction barriers, user experience). The analysis revealed that both user characteristics and GUI design factors significantly impact usability outcomes. Specifically, GUI design factors were found to mediate the relationship between user characteristics and usability, while user characteristics moderated the effects of GUI design on usability. These findings underscore the necessity of tailored interface design to enhance user experience and promote digital inclusion among elderly populations. Practical recommendations include the use of larger and more readable text, simplified iconography, and clear, immediate feedback to users. Such adjustments can significantly improve usability and foster greater digital inclusion. This research contributes valuable insights to both theoretical understanding and practical applications in the design of age-appropriate mobile interfaces.

Narrative reconstruction of events in novel translation: A case study of the English translation of Xuemo’s works

Drawing inspiration from Prince’s (2012) discourse on narrative events, this study investigates how translators reconstruct narrative events in novel translation. The results indicate that, in terms of narrative completeness, the addition of events such as detailed conflicts, background explanations, and narrative beginnings mitigates the cognitive disparity among target readers. This is achieved by furnishing them with the cultural knowledge necessary to decode text originating from a different cultural context. Regarding the temporal arrangement, the translator restructures the sequence of events by commencing with emotional events and reinstating the original chronological order to cater to target readers’ reading habits. Additionally, the reorganization of interconnected events according to thematic and character-based considerations enhances the readability of the target text. This research illuminates the significance of event reconstruction in novel translation and provides implications for both translators and scholars. By comprehending the effects of adding, rearranging, and reorganizing events, translators can adeptly adapt the narrative structure of a novel to align with the cognitive context and the reading preferences of readers in the target language.

Low literacy skills in adults can be largely explained by basic linguistic and domain-general predictors.

Despite having sufficient formal education, a large group of people cannot complete everyday tasks like reading, writing, or making basic calculations. Regarding reading, millions of people are not able to understand more complex texts despite the ability to read simple words or sentences; they have low literacy skills. Even though this problem has been known for decades, the causes and predictors of their poor reading comprehension skills are not fully explored. Socioeconomic, sociodemographic, and reading-related (i.e., linguistic) factors, especially of English-speaking participants and thus users of an opaque orthography, were often assessed. The goal of this study was to examine which linguistic, domain-general, or numerical factors predict substandard complex text reading as the core symptom of low literacy skills in adulthood. To this end, we assessed a group of German-speaking participants-users of a transparent orthography-who are at risk for complex text reading deficits. The results indicated that linguistic variables (reduced word/pseudoword reading, weaker oral semantic and grammatical comprehension), working memory, and age predicted lower performance in text comprehension. This model explained 73% of the total variance, indicating that most of the deficits in complex text reading can be explained by a group of basic underlying linguistic and domain-general factors. We conclude that interventions for adults with low literacy skills and others at risk for complex text reading deficits should address word/pseudoword reading and focus on both written and oral comprehension.

In the Realm of Uncertainty: Quantum Thinking Promotes Tolerance for Ambiguity.

According to the principles of quantum mechanics, individuals are unable to accurately predict the precise outcome of a measurement or observation. Despite the significant impact of quantum thinking on science, there is a lack of understanding regarding the psychological consequences associated with adopting such a mindset. This research investigates how engaging in quantum thinking, which accepts the universe's inherent complexities and uncertainties, influences one's tolerance for ambiguity. To test our hypothesis, we conducted three complementary studies involving diverse populations (students and community adults), multiple measures of tolerance of ambiguity (self-report data and behavioral indicators), and different priming procedures (text reading and sentence scrambling tasks). Study 1 demonstrated that university students exposed to quantum thinking principles exhibited greater tolerance for ambiguity within an English as a Foreign Language (EFL) setting. Moving beyond the educational setting, Study 2 corroborated these observations by evaluating an individual's ease with uncertainty and unpredictability across different everyday scenarios. Addressing potential self-report biases, Study 3 incorporated a behavioral measure to objectively validate the observed effect. Together, these findings suggest that the thinking mindset prevalent in physics significantly impacts individuals' cognitive flexibility and behavior, highlighting the broad relevance of quantum thinking beyond its scientific origins.

Toward Sham Interventions for Behavioral Voice Treatment Outcome Research in Female Students Without Dysphonia

Objectives/HypothesisTo develop sham voice treatment techniques to be used in voice treatment outcomes research, and to investigate their effectiveness as sham. This entails that the techniques induce no changes in voice or voice physiology, yet still lead to a perception of efficacy. Study DesignProspective randomized blinded controlled study MethodsThree distinct sham intervention protocols (SIPs) were conceptualized as placebic comparators for three common voice treatment approaches with focus on vocalization (SIP1), respiration (SIP2), and manipulation (SIP3). Forty-eight female students participated in the study. Each participant attended ten 30-minute sessions over five weeks, including a baseline evaluation, three sessions of one SIP, an inter-SIP voice assessment, three sessions of a second SIP, and a final post-SIPs assessment. Auditory-perceptual and instrumental voice evaluations were used as voice treatment outcomes measures. The participants' perception of voice-related quality of life was evaluated using the French Voice Handicap Index (VHIFR). Frequentist as well as Bayesian statistical methods were applied for group comparisons. The effects of combining two SIPs, the potential influence of SIP order, and experimenter/clinician effects were also investigated. ResultsThe respiration-based SIP2 showed changes only in sound intensity level on sustained vowel across the three sham intervention sessions. In contrast, the vocalization-based SIP1 impacted sound intensity level on sustained vowel, sound intensity level on read text, and maximum phonation time. The manipulation-based SIP3 affected smoothed cepstral peak prominence on read text, Acoustic Voice Quality Index, and Dysphonia Severity Index. SIP2 thus demonstrated the highest alignment with the study's objectives, followed by SIP1 and SIP3. GRBASI ratings revealed no statistical differences for any SIP. VHIFr decreased significantly after all three SIPs. Combining the SIPs generally replicated the effects observed when each SIP was used individually. There was no order effect or experimenter/clinician effect on the results. ConclusionsThis study demonstrated significant changes in participants' perceived voice quality (measured with VHIFr) across various sham intervention protocols, despite minimal impact on objective voice function measures. Further investigation is necessary to establish one or more protocols as genuinely sham interventions.

Cognitive enhancement through technology: A review of transcranial electrical stimulation (TES) interventions in children and adolescents with specific learning disabilities.

In recent years, the exploration of innovative interventions for addressing problems of children and adolescents with specific learning disabilities (SLD) has garnered significant attention within the realm of neurocognitive research. Transcranial electrical stimulation (TES) has emerged as a promising tool for enhancing cognitive skills in children, offering a non-invasive and safe method that may particularly benefit those with learning difficulties. We aimed to appraise the extent and the quality of studies about impact of TES on cognitive skills including academic skills in children and adolescents with SLD. A literature search was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles published between January 2000 and January 2024 were searched in PubMed, Embase, Scopus, Web of Science and Google Scholar. The study eligibility criteria were previously established according to the PICO model. The Physiotherapy Evidence Database (PEDro) scale and Cochrane Collaboration tool (ROB2) were used to assess the methodological quality and the risk of bias of the included studies, respectively. The initial search yielded 1571 studies among which 30 studies were systematically reviewed. The total number of participants was 224 individuals (intervention: 114; control: 110). Findings showed significant improvements in reading skills such as text reading, high-frequency word reading speed and efficiency and mathematical skills. Conversely, other cognitive skills such as working memory were not improved in people with dyslexia and dyscalculia. TES interventions can positively affect cognitive skills in children and adolescents with SLD; However, due to the small number of studies, medium methodological quality and high risk of bias, caution should be taken when interpreting the results.

Fairy-tale texts as a means of teaching foreign-language reading in primary school. Part 2

The problem for the research. Teaching foreign languages in primary school is aimed at a harmonious development of a pupil’s personality. One of fruitful ways to achieve this goal is reading and discussing foreign-language fairy-tales. The problem of this study is related to the search for methods of using fairy-tale texts as an effective means of developing communicative skills and all spheres of a younger student’s personality. Methods of investigation. Experimental work on teaching reading of foreign-language fairy-tale texts in primary school was organized and conducted on the basis of Gymnasium No. 46 in Kirov, Russian Federation (52 pupils of grades 4 “A” and 4 “B”). Foreign-language fairy-tale texts are selected and organized, sets of exercises of an emotional and value character are constructed, aimed at achieving subject, meta-subject and personal learning results in a trinity; criteria and levels of their assessment are developed. The findings of the study. At the end of the experimental work, an increase in the subject results of teaching foreign-language reading was noted in 21 % of pupils of the experimental group and only in 10% of students of the control group. According to meta-subject results, the data are 23% and 16%, respectively, and 27% and 8% for personal results. The calculation of the G-criterion of signs shows that at the end of the creative experiment in the experimental group GEMP. ≤ GCR. (0 ≤ 5) for subject and meta-subject and 0 ≤ 6 for personal results. Consequently, the improvement in the performance of the experimental group students is not due to accidental circumstances, but to the conduct of experiential teaching. Conclusions. The theoretical justification and approbation of foreign fairy-tale texts in the educational process of primary school, as well as a set of exercises of an emotional and value nature for teaching reading, make it possible to assume that fairy tales are an effective means of a harmonious development of a younger student’s personality.

Portraying political violence, rape and masculinities in post-apartheid African language literature: the case of the novel Ngiyolibala Ngifile

The canon of African language literature has been critiqued in its entirety by local and foreign scholars on the premise that it has failed to respond to sociopolitical and colonial realities. This article argues that African language literature has been and continues to be socially committed in the post-apartheid epoch. This is argued through an analysis of the novel Ngiyolibala Ngifile by Sibiya. The analysis focuses on the portrayal of violence, rape and the construction of masculinities in post-apartheid South Africa. Through the utilisation of a post-colonial framework, the article shows how African language writers like Sibiya use the African milieu to link political violence, rape and masculinities to the colonial matrix, while simultaneously pointing to the causes and continuum of these topics. It further displays the author’s critique of the black bourgeoisie as stakeholders of colonialism, which unleashed violence on black bodies. This study is a significant insertion of masculinity as a critical unit, along with race, language and women, in the analysis of African language literature. This study recommends and proposes an expansion of the theoretical paradigm of reading African languages to accommodate neoteric frameworks of reading. It further suggests a close reading of African language literary texts through the postcolonial lens and with masculinities as a critical unit.

Foucault’s Hegel Thesis: The “Tragic Destiny” of Life and the “Being-There” of Consciousness

In this paper, I offer an intellectual-historical reading of Foucault’s unpublished master’s thesis. In contrast with other recent scholarship on the pre-1961 period of Foucault’s career, the purpose of this paper is to grapple with the philosophical content of this thesis on its own terms, distinguishing it as far as possible from his mature work. This allows forgotten concepts to re-emerge in the course of reading the text and for a novel engagement with such neglected facets of Foucault’s oeuvre. Indeed, the key concept which I argue emerges from Foucault’s early thesis is that of language as the être-la of thought. By closely following Foucault’s Husserlian reading of Hegel, and his response to Eugen Fink’s paradoxes of phenomenology, it is possible to see how Foucault briefly lands upon a novel kind of scepticism about the reality of history and minds. In the same way, I will also show why Foucault was unable to fully develop or commit to these sceptical positions during this part of his career. The article concludes by briefly suggesting contrasts between my reading of this early text and the way Foucault’s oeuvre is more generally understood.

Метафора света в сакральных образах орнаментов Востока и древнерусского искусства

The article presents a comparative analysis of the two phenomena of sacred and cult art that are empirically different in the method of execution, materials, style, and language: the ornaments of the Arab East and ancient Russian frescoes. Despite the differences in the external properties of these cultural objects, they express in their own language a single sacred image contained in the compositions in the domes of their temples, which allows us to complete the comparative analysis of the ‘different’ with the synthesis of the ‘similar’ hidden in the symbols of these cultures. The visual semiotics complements the research methods, revealing the levels of reading (interpretation) of the visual texts.

Patterns of utilization of advanced practice providers in reproductive endocrinology: a 2023 national survey

ObjectiveTo evaluate the current utilization of advanced practice providers (APPs) within the field of reproductive endocrinology and infertility (REI). DesignCross sectional. SubjectsA total of 201 APPs surveyed through the American Society of Reproductive Medicine APP Professional Group. ExposureAnonymized online survey. Main Outcome MeasuresDemographics, scope of practice and responsibilities, and training and onboarding. ResultsRespondents were primarily Family Nurse Practitioners (FNPs, 26.4%), Women’s Health Nurse Practitioners (WHNPs, 33.3%), or Physician Associates (PAs, 29.8%). Two-thirds (67.4%) reported that their scope of practice is limited by their employer or practice, 43.5% by state restrictions, and 25.2% by insurance. Survey respondents reported that 44.4% of their time at work is dedicated to performing procedures and scans and 30.6% to conducting consults and follow-ups. The most commonly reported duties were physical exams (88.6%), intrauterine inseminations (IUI; 86.6%), saline sonohysterograms (79.6%), endometrial biopsies (76.6%), ultrasounds (74.6%), and problem visits such as for pain, cysts, and bleeding (73.1%). The majority of survey respondents (61.7%) reported having autonomy in deciding protocols and treatment options for patients in their practice. Respondents described their onboarding training as including observation/on-the-job training (94.0%), independent reading of texts and journals (66.7%), ASRM online courses (45.3%), formal orientation (34.8%), and practice-organized training programs (29.4%). ConclusionsAPPs are highly trained members of the care team, but continue to be underutilized within the field of REI. Improvements in educational resources and/or use of a formalized program to train APPs to their full scope of practice may help increase clinic efficiency and improve patient access to care.

PELAKSANAAN KEGIATAN RATIBUL HADDAD BAGI NARAPIDANA NARKOTIKA DILEMBAGA PEMASYARAKATAN KELAS II A JEMBER

The objectives of this research are: 1) Describe how Ratibul Haddad activities are implemented for narcotics prisoners at the Jember Class II A Penitentiary. 2) To find out what supporting and inhibiting factors are the implementation of Ratibul Haddad activities for narcotics prisoners at the Jember Class II A Penitentiary. 3) To find out what impact the implementation of Ratibul Haddad activities has on narcotics prisoners at the Jember Class II A Correctional Institution. Researchers use a qualitative research approach with a phenomenological type. The description of the form of implementation of the Ratibul Haddad activity is the same as Istigosahin general, which begins with preparing the place first and preparing mats, the Ratibul Haddad reading text for those who don't memorize it and the tools that will be used for the activity such as loudspeakers if needed. Next, the activity begins with tawasul fatihah, prayers, reading Ratibul Haddad and ends with prayer. The inhibiting and supporting factors for implementing RatibulHaddad activities are the prisoners themselves who are difficult to invite to carry out coaching activities. The effect of implementing Ratibul Haddad activities for narcotics prisoners is that they make their hearts calmer and more peaceful, increase their sense of responsibility, and have high social awareness.

Enhancing Malay Islamic Monarchy Education: Current Teaching Strategies in Secondary Schools

This study investigates the teaching strategies of Malay Islamic Monarchy (MIB) Education teachers in upper secondary schools in Brunei Darussalam. The MIB Education subject is akin to moral education but integrates Malay, Islamic, and Monarchical values in alignment with the national philosophy. The objective of this study is to analyze the teaching strategies outlined in the syllabus and textbooks, and to interview teachers to identify the strategies practiced in the classroom. The findings reveal a variety of teaching strategies suggested in the syllabus documents. However, the textbook content predominantly comprises factual reading texts and comprehension exercises. The study also found that project-based methods are the recommended teaching strategies in the curriculum documents and are popularly practiced by teachers. Interviews indicate that teachers continue to use the textbooks provided by the Ministry of Education, Brunei, with appropriate improvisations that align with the suggested teaching strategies in the syllabus. To ensure the effectiveness of MIB Education teaching and learning in the future, the syllabus and textbooks need to be updated with current teaching strategies, and teachers should be given exposure to these strategies.