Education Skills Research Articles

Exploring the Effects of Information and Communication Technology as a Pedagogy for Teaching Business Studies in Grade 10 in the Lejweleputswa Education District, South Africa

This research explored the effect of Information and Communication Technology as a pedagogy for teaching Business Studies in Grade 10. The participants were educators from three high schools in the Lejweleputswa Education District, from the Free State province, South Africa. However, they revealed that the adoption of ICT needs diverse development in terms of curriculum, educators’ training and development, assessment strategies, educators’ competence and various forms of teaching strategies. Thematic analysis revealed that ICT has a great and positive effect as a pedagogy because educators will be able to explain and transmit content knowledge to learners to meet the curriculum goals and objectives. This research recommends that, in order to declare the use of ICT as a pedagogy for teaching Grade 10 Business Studies in Lejweleputswa Education District. Educators need to be competent. Training and development need to be done as a commitment to advance learners with skills set for being future business people. The seeks to offer strategies for the Department of Basic Education (DBE) at the provincial, regional and district levels to be consistent and effective in supplying ICT apparatus across the province to ensure quality of education and sufficient transfer of skills. It should be acknowledged that the goal of ICT in schools is to inculcate learners with technological skills in order to mend and respond to the requirements of the Fourth Industrial Revolution (4IR) as well as Artificial Intelligence (AI). Keywords: Information and Communication Technology, The Effect of ICT, Pedagogy, Teaching, Business Studies

Digital learning of clinical skills and its impact on medical students’ academic performance: a systematic review

BackgroundThe constraints imposed by the COVID-19 pandemic has led to the rapid development and implementation of digital methods for teaching clinical skills in medical education. This systematic review presents both the benefits, challenges, and effectiveness of this transition.MethodsA systematic search of six electronic databases (SCOPUS, Medline, CINAHL, PsycINFO, ERIC & Informit) was conducted on 1st October 2023 and updated on 1st April 2024 to identify peer- reviewed articles, from 2019 onwards, which used any type of digital tool (online or otherwise) to teach clinical skills to medical trainees (undergraduate or postgraduate) and were published in English language. The primary outcome synthesised was the reported effectiveness of these digital tools in the development of clinical skills. Risk of bias of included studies was assessed using the Quality Assessment With Diverse Studies (QuADS) tool.ResultsTwenty-seven studies involving 3,895 participants were eligible for inclusion in this review. The QuADS quality assessment scores ranged from 22 to 35, indicating medium quality and thirteen of the studies were randomized trials. Overall, digital teaching of clinical skills demonstrated improved or comparable outcomes to in-person teaching. There was a beneficial effect of digital learning tools on assessment outcomes, with meta-analysis showing a mean difference increase of 1.93 (95% CI 1.22 to 2.64), albeit with a high amount of statistical heterogeneity I2 97%, P < 0.001. Digital clinical skills teaching also resulted in improved student satisfaction scores in many situations and was also shown in one study to be cost effective.ConclusionTeaching of clinical skills using digital tools is an important alternative to the traditional format of face-to-face delivery, which is resource intensive and difficult to implement during a pandemic. This review demonstrates their potential efficacy in improving education outcomes, student satisfaction and potentially reducing costs. However, the integration of traditional and innovative digital teaching methods appeared to provide the most comprehensive learning experience. Future research could focus on longitudinal studies to assess the long-term impact and efficacy of different digital and blended learning modalities on the acquisition of clinical skills and professional competencies.

Developing a model of physical education teachers’ health service competence in China: based on the grounded theory technical approach

BackgroundIn recent years, public health emergencies have become increasingly frequent, threatening human health. Accordingly, countries worldwide have attached great importance to optimizing their public health service systems. In China, physical education teachers are responsible for conducting health education in schools and improving students’ health; however, China’s health service supply is unbalanced and insufficiently developed. Therefore, this study constructed a health service competence model of Chinese physical education teachers to assess their contribution to the improvement of China’s national public health system.MethodsThe qualitative data were primarily gathered through semi-structured interviews. Physical education teachers and researchers of physical education teachers from diverse regions of China (N = 48) were selected as participants using purposive sampling techniques. Grounded theory technical approach was employed to analyze the data through NVivo 11.0 software.ResultsThe physical education teachers’ health service competence model contained three dimensions: health service beliefs, basic health knowledge, and health service skills. Health service beliefs contained two categories: health service awareness and health service cognition. Basic health knowledge contained two categories: life health knowledge and sports health knowledge. Health service skills contained seven categories: health education skills, management skills, research skills, advocacy skills, emergency skills, organization skills, and alert skills.ConclusionThis study’s model provides a theoretical foundation for Chinese physical education teachers to transition to physical education and health teachers. Utilizing this model in teacher education can contribute to enhancing China’s national public health service system.

Employing Simulated Participants to Develop Communication Skills in Medical Education: A Systematic Review.

Simulated participants (SPs) are often employed to teach communication skills in medical education. Although there is a large number of qualitative and/or noncomparative studies in this field, there is no current evidence for the effectiveness of this teaching method based on quantitative comparative meta-data. The aim of this review was to evaluate the effectiveness of SP-based teaching on patient-centered communication skills in medical education compared with traditional teaching formats such as lecture or peer role play focusing on quantitative and comparative data. According to the Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines, we searched MEDLINE, Cochrane Library, PsycINFO, CINAHL, and ERIC databases for relevant studies published through February 2023. We also conducted hand searches and ancestry searches. Of the 8523 publications identified, 21 studies with 2500 participants and a Medical Education Research Study Quality Instrument score of 13.7 (SD = 1.3, N = 21) were included in the synthesis. Ten studies were eligible for meta-analysis. The pooled effect for communication skills outcomes suggests a medium effect preferring SP-based teaching to traditional teaching formats (standardized mean difference = 0.74, 95% confidence interval = 0.37 to 1.11, I2 = 95%, n = 2061). The heterogeneity is high among the analyzed studies. Further analysis reveals great differences among the studies' characteristics (population, objectives, interventions, control group settings, and outcome measurements).

Promoting employment-oriented skills development in Africa: Reality, relevance and research as enablers

Overcoming the alarming youth unemployment challenge in Africa will entail youths acquiring employable skills. For the millions of young people who are illiterate or have never been to school, the learning of high-level technical skills for operating in the Fourth Industrial Revolution (4IR) work environment is a pipe dream. However, these poorly educated young Africans also need relevant skills for gainful employment and sustainable livelihoods. This thought piece argues that employment-oriented skills development in Africa should be multi-pronged and tailored to the educational profiles and needs of learners. Young people with a sound basic education and foundational STEM (science, technology, engineering and mathematics) skills can benefit from the learning of higher-order 4IR skills, while those who have never been to school or have dropped out of the school system at an early age could benefit from modern national apprenticeship schemes by qualifying as competent artisans who could serve the various sectors of the economy. Implementing such a disaggregated strategy for enhancing the employability and employment prospects of all young Africans, regardless of their educational background, will have to be anchored in the reality of the employment situation in each country, be informed by the relevance of the skills training programmes to the needs of the learner and the economy, and be driven by empirical research evidence.

Life skills education in secondary language classrooms: Empathy, communication and interpersonal relations

ABSTRACT Background: Life skills education (LSE) has prevailed since the early 1980s, and despite international policy ambitions, there are few indications of LSE in formal school contexts outside of education programmes. This study adds to existing literature by investigating LSE in Norway, shortly after its introduction into the 2020 national curriculum; acknowledging the value of developing students’ ability to understand and influence factors that are important for managing their own life. Objectives: The primary aim was to investigate how LSE was infused into the language subjects English and Norwegian during naturally occurring instruction in four lower secondary schools. Methods: Participants involved 11 teachers and their students across 18 classes. Using a mixed methods design, we combined quantitative and qualitative analyses of classroom video recordings (74 lessons). Analyses relied on the validated EDUCATE observation protocol and thematic analysis. Results and Conclusions: When themes relevant for LSE were included in these language lessons, they were mainly taught as subject-specific themes unconnected to LSE, while some lessons offered explicit connections to help students manage their lives. When such connections were made, the themes mainly concerned empathy, communication and interpersonal relations. The main difference between the two subjects, was the teaching of LSE relevant themes mainly through fiction in Norwegian, and by bringing current events into the English classroom, whereas multiple literacies (i.e. traditional, emotional, critical) were addressed in both subjects.

A pilot study to assess the knowledge, attitude and utilization of Kishori Balika Yojana among adolescent girls (14-18yrs) at rural mahasamund, Chhattisgarh

Adolescent girls face risks including injuries, reproductive and sexual health issues, mental and emotional problems, and abuse. In response, the Government of India launched the Adolescent Girls’ Scheme in 2000 under the Integrated Child Development Scheme, aiming to enhance nutrition, health, and empowerment among adolescent girls.A community-based cross-sectional descriptive study was carried out in rural Mahasamund to evaluate the knowledge, attitudes, utilization of the Kishori Balika Yojana (KBY), and nutritional status of adolescent girls. A convenient sampling technique selected a sample of 35 adolescent girls. Data collection involved a structured knowledge questionnaire (20 items), a Likert scale (18 items), a checklist (7 items), and a nutritional assessment checklist.Among the 35 adolescent girls, 5 (14.2%) were school dropouts, and 16 (45.7%) were undernourished. Most participants (27 or 77.2%) had moderately adequate knowledge, while 7 (20%) had inadequate knowledge. Perception towards KBY services was neutral for 33 (94.2%) and unfavorable for 2 (5.8%). All 35 girls visited the Anganwadi center; 32 (91.4%) utilized supplementary nutrition services, 33 (94.2%) received iron and folic acid tablets, 22 (62.8%) participated in health checkups, and 17 (48.6%) attended health education sessions. Only 2 (5.7%) were aware of life skills education, and none participated in vocational training services. The study found moderately adequate knowledge, neutral perceptions, and good utilization of supplementary nutrition and iron-folic acid supplementation among the girls. However, participation in health checkups, nutrition and health education, life skills education, and vocational training was limited. Educational interventions and modules on KBY services could enhance knowledge, foster favorable perceptions, and improve utilization of KBY services.

Micro-credentials and soft skills in online education: the employers’ perspective

This paper explores the potential of online micro-credentials, a novel learning approach that awards credentials after short educational experiences, as a viable solution to bridging the soft skills gap in the workforce. Using a qualitative foresight research design, the study analyzes and synthesizes insights gathered from 85 in-depth interviews with key labor market stakeholders. The results emphasize how employers generally view online micro-credentials as a feasible and flexible way for professionals to engage in training, although employers underscore various challenges associated with online micro-credentials in soft skills that distance education must take into consideration. The article concludes with recommendations for strategic micro-credential course designs which should be developed with a practical orientation for real-world simulation and application using novel pedagogical approaches. Accordingly, micro-credentials tailored to soft skills development need to be designed and implemented in settings that closely resemble real-life scenarios.

Rubric development and validation for assessing educational robotics skills

The current study describes the process of development and validation of a rubric for assessing educational robotics skills among middle school students. A multiphase method has been followed, including a literature study, expert consultation, content validation, pilot testing, reliability analysis, and construct validation. The resulting dual-category rubric designing and programming skills were further elaborated by specific criteria and performance levels. Content validation identified seven key criteria: stability and durability, motors, innovation, code organization, dependability and reliability, movement and rotation, and innovative use of sensors. The results of inter-rater reliability analysis for all criteria indicated good agreement, with Krippendorff’s alpha ranging from 0.941 to 1.000. Additionally, construct validation using exploratory factor analysis confirmed a two-factor structure that aligns with the intended domains of design and programming skills, explaining 67.4% of the total variance. The rubric was consistent with learning/teaching theories such as Bloom’s taxonomy, constructivist learning theory, and self-determination theory. This rubric fulfills the existing need for a specific assessment tool in educational robotics and supports educational practices through very detailed feedback to students on their performance. This adds much to educational assessment and education in robotics and enhances teaching and learning outcomes for STEAM education in various settings.

Special Educators’ Knowledge of Foundational Reading Skills: A Review of the Literature

Teachers’ knowledge of foundational reading skills (e.g., phonemic awareness, phonics, fluency, vocabulary, comprehension) and the impact of this knowledge on the ability to provide effective reading instruction has been a topic of interest in teacher preparation for decades. Given the number of students with disabilities with significant instructional needs in reading, understanding the knowledge and skills of special educators and effective approaches for improving teachers’ knowledge is especially critical. Therefore, a systematic narrative review of the literature was conducted to identify studies that employed survey methods to examine special educators’ knowledge of foundational reading skills. The results of 18 studies published between 2001 and 2020 revealed that most investigations focused on assessing knowledge of the phonological aspects of reading. Furthermore, inconsistent performance and knowledge gaps were identified both within and across studies. Detailed summaries of studies are provided and recommendations for future research and practice explored.

Impact of Foreign Employment on Entrepreneurial Activities in Pokhara Metropolitan City

This research investigates the influence of foreign employment on the business establishment in the home countries of labour migrants through mediating roles of increased income, skill acquisition, and experience, within the context of entrepreneurial economics. Employing a descriptive and analytical research design, the study utilises primary quantitative data to analyse the relationships among these variables rigorously. The findings demonstrate that experience and skills acquired abroad significantly influence the likelihood of business establishment upon return. In contrast, the anticipated positive effects of increased earnings resulting from foreign employment were found to be statistically insignificant in driving entrepreneurial activity. These findings underscore the pivotal role of human capital development, particularly through skill acquisition, experience and education, in fostering entrepreneurship among returning migrants, as opposed to relying solely on financial aspects. This research contributes to the existing literature by elucidating the complex interplay between foreign employment, remittances, and entrepreneurial outcomes, thereby providing valuable insights for potential interventions to foster entrepreneurial activities.

Prioritization of Secondary Education over Basic Education in Ghana: The Gains and Losses

This paper explores the prioritization of Secondary Education over Basic Education in Ghana and its consequences for educational equity and sustainable development. Basic Education, encompassing early childhood and primary levels, forms the foundation for lifelong learning and socio-economic growth. However, Ghana’s recent policies, particularly the Free Senior High School (SHS) policy, have shifted focus towards expanding Secondary Education, leading to increased enrollment yet creating challenges at the foundational level, such as inadequate funding, infrastructure, and teaching quality. Using Human Capital Theory and Educational Ladder Theory, this study underscores the importance of Basic Education in building essential skills for higher education and employment. A mixed-methods approach comprising literature review, document analysis, and comparative case studies reveals that an overemphasis on Secondary Education may undermine foundational competencies. Key recommendations advocate targeted reforms and increased investment in Basic Education, including setting qualification standards and in-service training for early childhood educators, equitable resource allocation, and structured professional development for teachers. By aligning Basic and Secondary Education policies, Ghana can ensure continuity and coherence across educational stages, strengthening its education system’s resilience and promoting equity, inclusivity, and sustainable development.

Research trends of science process skills in Indonesian science education journals

Science process skills (SPS) are considered essential for scientific and technological eras nowadays. This study aims to provide information on how SPS in Indonesia have been researched from 2016 to 2022, including the number of studies conducted, research designs used, frequently addressed science topics, interventions, assessment instruments used, and data analysis techniques applied. We applied content analysis across numerous science education journals authored in Indonesia over 7 years. The analysed articles were filtered from 14 Indonesian science education journals selected from the SINTA database with SINTA 1-6 index ratings. Articles were searched using keywords such as "Science Process Skills and Science Education" and the selection resulted in the review of 86 articles. This up-to-date research has revealed a fluctuation in the number of articles mainly focused on SPS from year to year. Among those articles, quantitative research was the researchers' most popular method for examining SPS. 8th grade Junior High School (JHS) and 10th grade Senior High School (SHS) pupils were frequently chosen as study participants. The most frequently selected topic for the study of SPS were physics (38%), biology (33%), chemistry (9%), and unidentified topics (20%). Inquiry-based learning was the most common research focus, with test sheets and t-tests being the most frequently utilised for analysing data. This SPS review research is important to provide results to identify future areas of research and promote the development of SPS in science education. Several suggestions for future studies on SPS have been made based on the study's outcomes.

Using a 'Students as Partners' model to develop an authentic assessment promoting employability skills in undergraduate life science education.

Authentic assessments (AA) include three principles, realism, cognitive challenge, and evaluative judgment, and replicate professional workplace expectations. Developing AA in undergraduate life science education is necessary to promote critical skill development and adequately prepare students for the workplace. Using a 'Students-as-Partners' (SAP) approach, five students, an educational developer and the instructor codeveloped an AA requiring students to utilize scientific literacy (SL) and critical thinking (CT) skills to develop a data extraction table and generate communication outputs for scientific and nonscientific audiences. Subsequently, the SAP-developed AA was completed by students (n = 173) enrolled in a fourth-year life sciences and pathophysiology course who completed an online survey providing feedback about their perceived development of critical skills and the relevance of the assignment to the workplace. The top transferable skills students reported the greatest growth in were SL (41.6%, n = 72), communication (34.7%, n = 60), CT (16.2%, n = 28), and problem-solving (7.5%, n = 13). Student self-assessed and instructor-assessed grades were positively correlated, wherein 60.6% of students assessed their AA grades below the instructor's assessment and 4.7% of students assigned themselves the same grade as the instructor. Students' perceived stress levels were (a)negatively correlated with assignment grades and feelings of enjoyment, hope and pride, and (b) positively correlated with feelings of anger, anxiety, shame, and hopelessness while working on the assignment. This study demonstrates the impact of AA on the student learning experience and the relevance of AA to help prepare students for life science careers.

Pengembangan Keterampilan Las Listrik SMAW Pada Siswa Sekolah Menengah Kejuruan (SMK) Di Workshop Politeknik Penerbangan Surabaya

This study aims to achieve several results that contribute to improving the community's ability regarding welding techniques that are currently in great demand by various industries. The method used is a qualitative method with observation used to understand in depth how SMAW (Shielded Metal Arc Welding) electric welding skills are developed in vocational high school students. The sample in this study was the Community Service Activity Implementation Team for the Development of SMAW Electric Welding Skills for Vocational High School (SMK) Students at the Surabaya Aviation Polytechnic Workshop in the 2024 Fiscal Year consisting of 16 people, the results of the study showed that the Development of SMAW Electric Welding Skills has improved the abilities of students of SMK Penerbangan AAG Yogyakarta, SMK Penerbangan Angkasa Lanud Iswahjudi Magetan, SMK Penerbangan Angkasa Malang, even providing new experiences for students from the Computer and Network Engineering department. Based on the results of the activity, the participants showed significant progress in knowledge and skills. Increasing knowledge and skills through the approach of educational materials and technical training provided, participants in this activity have learned the benefits, placement, procedures and how to use SMAW Electric welding correctly and safely. Almost all participants of this activity agreed that SMAW Electric Welding can help improve skills both in education and industry. Empowerment of Aviation Vocational School students in developing SMAW Electric Welding skills is expected to be applied in various industrial fields by providing several examples of how to use SMAW Electric Welding.

Physical Education Various Sports Training: A Systematic Review

Physical Education (PE) is a crucial component in promoting character education, physical health, psychosocial and motor skills. Physical learning activities at school can provide a healthy lifestyle. Sports Training for development and performance preparation in team sports such as soccer through played-form activities is getting widely discussed and increasingly recommended in sport organizations at all ages and skill levels. Continuous training is a type of exercise that involves repetitive movements at a continuous intensity without rest periods. Fartlek is a running training method that involves alternating between faster and slower running paces. The word "fartlek" is Swedish for "speed play”. Interval training consists of repeated rounds of exercise that can range from a few seconds to several minutes. Plyometrics, also known as jump training or plyos, are exercises in which muscles exert maximum force in short intervals of time, with the goal of increasing power (speed-strength). Circuit training is a form of body conditioning that involves endurance training, resistance training, high-intensity aerobics, and exercises performed in a circuit, similar to high-intensity interval training. Conclusion Enhanced Physical Fitness: Sports training focuses on improving athletes' strength, endurance, speed, agility, flexibility, and coordination.

Strategies for Training and Developing the Students’ Transformative Skills

Globalization, the economic condition and the international financial crisis have resulted in systemic changes in a variety of fields, including physical education and sports. Nationally, demographic changes and migration contributed to a large decline in the number of pupils/students in educational institutions. The current concerns facing the Republic of Moldova's sustainable growth and the European Union integration are the desired ones, requiring active participation of the school/academic communities in effecting change and achieving national/international competitiveness. According to national statistical data and the Legatum Institute's global prosperity index for 2021, "the Republic of Moldova ranks the 60th out of 167 states in the chapter "Education at a higher level than Romania (64th place), but significantly ahead of other Central and Eastern European countries" (Ministry of Justice, 2022). Management and leadership technologies, organization and personnel, methods and tactics used in (initial and ongoing) specialist training require constant improvement aimed at performance and competitiveness. In this context, the development of transformative and perspective skills in the physical education and sports systems will help to lay the groundwork for a knowledge-based society, with citizens' help in order to achieve these long-term responsibility skills, integration into society and contribution to its development. The article's strategies for teaching and developing transformative skills in students are confirmed by educational theories that give a scientific foundation for these processes.

TRENDS OF COMPUTATIONAL THINKING RESEARCH IN SCIENCE AND TECHNOLOGY AREA: A SYSTEMATIC LITERATURE REVIEW

This study aims to map the evolution of research on computational thinking (CT) within the context of science and technology, with a particular focus on science education and physics learning. Through a content analysis of a corpus of scholarly publications from 2015 to 2023, this study seeks to identify annual trends in research on computational thinking and computational thinking skills in the context of science and technology, with a deeper exploration of the context of science education and physics learning. A content analysis guide was employed as the research instrument. In synthesizing the articles, four main aspects were examined: (1) the number of publications per year, (2) research subject areas, (3) research types, and (4) the treatments and variables measured in computational thinking research in science education and physics learning. An analysis of the number of publications, research areas, methodologies, treatments, measured variables, and findings revealed a significant increase in interest in CT in 2022, particularly in the social sciences. Quasi-experimental research emerged as the dominant approach, with a focus on developing and evaluating learning interventions that integrate CT. The use of technology in computational thinking activities to enhance students' computational thinking skills in science education and physics learning was highlighted. The findings of this study have important implications for future research, such as expanding the diversity of research methodologies, delving deeper into CT instruments and data analysis techniques, conducting more in-depth studies on technology products designed to enhance computational thinking skills, and exploring a wider range of learning contexts.

Perceived clinical competence and its related factors among registered nurses employed at selected outpatient clinics in Egypt.

Nurses' clinical competence is a significant concern in all healthcare settings due to the necessity of delivering high-quality patient care. Understanding and addressing the factors related to competence are crucial for promoting nurses' clinical competence and ultimately improving patient outcomes. Producing and maintaining a skilled nursing workforce is essential to protect communities. This study aimed to assess the level of self-evaluated clinical competence and its correlation with demographic and occupational variables among registered nurses employed at selected outpatient clinics in Egypt. The study utilized a descriptive cross-sectional design with a self-administered, two-part questionnaire that assessed participants' demographic and occupational variables as well as perceived clinical competence in various healthcare settings. It took place at outpatient clinics of two governmental hospitals and five primary healthcare centers in Mansoura City, Egypt between January, and June 2023. A purposive sample of 450 nurses took part in this study. The average score of nurses' clinical competence was 155.3±7.2 out of 230, indicating a "moderate level". In terms of professional behaviors and general performance, the average score for clinical competence was 48.4±3.6 and 40.7±4.1 respectively. Additionally, the average score for clinical competence regarding core and advanced nursing skills were 43.4±3.0 and 22.8±1.5 respectively. Among the domains of clinical competence, the highest average score was associated with "professional behaviors" as it forms the backbone of nursing practice. There was a highly significant relationship between the average score of clinical competence and the participant's age, sex, level of education, and years of clinical work experience (P<0.001). Nurses perceived their level of clinical competence as moderate. To enhance nurses' clinical competence, future studies and interventions should focus on promoting supportive work environments, providing ongoing education and training in advanced nursing skills, and the fostering development of critical thinking skills in nurses. Healthcare organizations should implement educational interventions to enhance nurses' clinical competence. These interventions should include continuous professional development opportunities, mentorship programs, inclusive training initiatives, and structured feedback mechanisms. These measures will help nurses stay up-to-date with the latest practices and technologies, create a supportive learning atmosphere, and address the unique needs and challenges faced by nurses of different genders and specialties.

Exploratory teaching: Integrating applet to teach arithmetic multiplication operation

Foundational arithmetic skills in early education and understanding effective teaching methodologies are fundamental. This paper studies how exploratory teaching (ET) impacts the integration of an applet and its effect on understanding multiplication in a second-grade primary school. The data collected assessed students’ knowledge levels and overall performance. The intervention sessions involved tasks in an applet to understand the meanings of the multiplication operation. The ET model was structured with five sessions, each with four phases. The results indicated that this method significantly improved students’ arithmetic self-efficacy and effectively integrated applets into the classroom for enhanced learning of arithmetic operations.