Educators often pose questions such as, "How can I motivate my students?" or "What can I do to ensure that learning will take place and that students will reap maximum benefits?"

One technique, found to be very helpful in the teaching of Electronic Spreadsheets at the high school level, is the use of simulations.  Activities begin with a simulation.  The student first plays for "fun and profit".  In the second experience he/she collects data which will be applied to a spreadsheet activity. Some activities require the use of a prepared spreadsheet template while others require the student to construct the worksheet including the formulas.

Simulations are very effective with students of different ages, providing motivation and at the same time allowing the student to experience some very valuable concepts.  "Real" data obtained makes the use of the spreadsheet more interesting and meaningful, resulting in a more complete understanding of the spreadsheet, its structure and use.

PROJECT DESCRIPTION

Any good instructor will readily agree that a program, to be meaningful to the student, should include personal experiences while being practical and useful.  It should boost the interest level of the student as well.  Real experiences can be supplemented by and/or substituted with simulated experiences. Motivation is another key factor contributing to the success of a program.  A students who is highly motivated learn better and more readily.  As he becomes absorbed in the task, he seems to gain a better understanding of the concepts involved.  After a pleasant experience with a simulation, a student is generally more eager to approach the spreadsheet activity.  In addition, he is equipped with more significant data.  Whether he constructs a spreadsheet and applies the data or simply applies the data to a previously constructed template, he anxiously awaits the outcome.  Either he is pleased when he discovers his records are accurate, or he is determined to find the error.  Failing that, he is prepared to speculate where the error must have occurred.

Most important to the teaching of spreadsheets is the fact that the use of simulations allows the student to acquire the concepts with little additional instruction, thus allowing him to progress at his own rate.  This feature of program design was extended and now the total program is comprised of tasks through which the student progresses at his own speed.  This also allows him to work in spare moments outside class to keep pace with others.

Following is a description of the project that, by definition, is a carefully planned and prepared teaching strategy.  It has proven to be very valuable to the author, in assisting with the teaching of spreadsheets at the secondary level.  This paper will show how six computer simulations are applied to the teaching of spreadsheets. The paper will also illustrate the way in which this innovation enhanced the instruction.

Project Setting:  The students involved in this project were regular secondary IV and V students who had opted for the computer science course for 1989-90.  Many of the students were of average or below average intelligence and were not generally self-motivated.  Perhaps more so than with many groups, these students seemed to learn best with the "hands-on" approach and seemed to perform better with a practical program using meaningful tasks.  The course consisted of two
parts; "Word Processing 1" 945-832 (an introductory course in Word Processing) and "Introduction to Electronic. Spreadsheets" 945-882.  The ideas in the project were developed, tested and refined over the last three years.  Most of the exercises in the project were adapted and successfully used with secondary I in their Introductory Computer Science course.  One of the exercises was used to provide enrichment in the Word Processing I course in secondary III.

Methods and Procedures Applied: Four computer programs are used in this project (six simulations in all). These are:

               Lawnmower
               The Market Place
                              A. Selling Apples
                              B. Selling Plants
                              C. Selling Lemonade
               The Hot Dog Stand
               Monopoly

Each of the six lessons is similar in that the student, after the appropriate introduction, runs each simulation twice.  (Each involves earning or making money.)  The first run is to learn the game, and to play "for fun and profit," (and possibly a prize for the winner).  The second run is to collect data to be used in an exercise on the spreadsheet.  Students are encouraged to enjoy the simulations with a partner.  The interaction one experiences here is invaluable.  Interpreting the concepts, discussing the strategies and appreciating the consequences of their decisions are all important components of this educational venture.

Following is a brief description of the six lessons and how they are managed.

        I. Lawnmower is used in the Word Processing I course. It contains three tasks:
             a. to experience the simulation and carefully record data
             b. to have the student insert simple numerical data into a prepared spreadsheet template.
             c. to have the student integrate a spreadsheet into a word processing text.

The student is encouraged to be very careful to record data correctly.  If there are no recording errors he will obtain the same results on the template as he does in the game.  Otherwise, it is his task to predict where the error probably did occur, and if possible, find the error.  This lesson provides the student with a preview of the spreadsheet work found later in the computer science program.

The remaining simulations are used in the Spreadsheet program. The mathematical concepts are learned from the simulation and are then applied to the spreadsheet. "The Market Place" presents the mathematical concepts especially well.

          II. Selling Apples (The Market Place) invites the student to find the Price which will earn the highest income. It affords the student an opportunity to gather information and data to be used in creating a very basic spreadsheet.

         III. Selling Plants (The Market Place) entices the student to make the greatest profit by finding the best number of signs to use for advertising. As with Lawnmower, the student then obtains a copy of the template that is designed to accept the data.  The objective is to have the student experience two basic functions, data storage and verification, an integral part of spreadsheet usage.

       IV. Selling Lemonade (The Market Place) allows the student the opportunity to determine the number of signs, the quantity of items prepared, and the price charged, all to his advantage.  He is in business to make the greatest profit.  The student then uses the data to help him construct a working spreadsheet that can verify his or any other data from his classmates.  This exercise will be preceded by some instruction on the creation of a spreadsheet.  The student must create this sheet complete with all the formulas.

       V. The Hot Dog Stand provides a very elaborate business opportunity.  Again, the objective is to make as much profit as possible.  This time, considering both quality and quantity, the student must choose all his supplies; hot dogs, buns, soda, potato chips, and courtesy kits.  He must also bear in mind variables such as type of game, time and day of game, weather conditions, etc.  During the game all transactions are recorded on a record sheet, one for each week.  The calculations are
completed and the results are transferred to the Financial Report.  He then obtains a prepared spreadsheet template in order to verify his game.  A later assignment instructs him to add, to his template, two columns of information that will allow him to produce a graph of the daily profits.

       Vl. Monopoly is used with a spreadsheet to allow the student to review the concepts of income, expenses and balance.  The plans allow the student to modify a balance sheet (which was used in a previous spreadsheet exercise) and to use it to verify and report on the results obtained in the game.

A copy of the prepared sheets for each of the lessons is available for a nominal fee.  (Contact information can be found at the end of this article.)  These sheets, which include step-by-step procedures, are designed to allow the student to progress at his own rate.  In some cases demonstrations will precede the exercises.  The results of the lessons are discussed individually as each lesson is completed.

                                                    RESULTS ACHIEVED

Although it is difficult to compare the results achieved from the application of simulations to the conventional method of instruction used in teaching the course "Introduction to Electronic Spreadsheets", this program was very successful.  Because students showed a positive response from the outset and participated with such enthusiasm throughout the program, these ideas will be included in next year's program.

Significant interaction between students begins early on, is very evident throughout the simulations, and fortunately carries on throughout the lesson and over into other lessons.  Considering the spreadsheet course content, this is advantageous indeed.

While some of the concepts in the simulations seem elementary, it becomes obvious from actions, questions and discussion that learning and understanding are taking place.  Students struggle to find errors in their work, and are eager to come to each other's rescue when in difficulty.  If results are not satisfactory to them, they readily show a desire to repeat all or part of the exercise, often on their own time.  More significantly, each concept provides the appropriate challenge for the
spreadsheet application.

Spreadsheets and simulations were used quite successfully a few years ago with a practical mathematics program when a group of Mathematics 412 students truly applied themselves to this adventure.  Most mathematics students would benefit if these were used as enrichment.  Also, both trade and business students would profit from this kind of exposure, with the proper adaptation.  Trade students might find the mathematical aspect of the task more applicable later in their careers but computer exposure is an asset to anyone's career.  Most business students will require the both basic mathematics and the computer skills involved. one of the simulations, LAWNMOWER, was successfully used with a group of adult education students.  It can be noted that, if prepared spreadsheet templates are used, many of the applications can be done with a limited experience in spreadsheet operation.

This application reflects improvement in the teaching of other subjects.  Simulations guide students through important basic concepts that they may lack.  According to the Secondary I Mathematics teacher, it has provided much needed reinforcement to his program. Even our "Special Education" students have become involved in many of these activities and have become quite interested in the outcome of their activities.  Some even comes at other times to complete their work or to replay
for pleasure.  The reading skills were strengthened with each activity.  Certainly by writing and assembling the written presentation, the word processing students better understood the transfer of data from a spreadsheet.

Sunburst Communications has recognized this innovation as a very novel approach. In 1989, part of this project was submitted in category 1.  Suggestions or Lessons of their 4th Annual Ideas Contest.

          "What unique or innovative ways have you discovered for using Sunburst courseware in your classroom? How are you integrating a particular program into your curriculum?

The entry received 2nd Prize in - the category. The following excerpt is taken from their list of contest winners.
                                                        Hot Dog Data
"This three session lesson plan combines the simulation, Hot Dog Stand, with a spreadsheet application. Using a spreadsheet to verify their calculations, students analyze profit and loss based on their experience running a hot dog business."

Included with the related materials is the detailed plan for this simulation that was submitted to the contest. It is entitled Using Hot Dog Stand to provide data for A SPREADSHEET APPLICATION.

Whether the use of simulations is to enhance the teaching of spreadsheets or whether it is to be used with the spreadsheet to enhance another program, or whether it acts independently to promote the understanding of some business or mathematical concepts, it does provide a new and different approach.  Without the use of simulations much would be lacking from the program, many experiences would be missed and student motivation would be more of a challenge.