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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Indonesian Journal of Research and Educational Review (IJRER) Asian Journal of Early Childhood and Elementary Education
Odiri, Onoshakpokaiye E.
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Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Effects of Using Virtual Laboratory Experiments on Students’ Achievement in Chemistry Avwiri, Hannah E; Odiri, Onoshakpokaiye E.
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 2 (2025): March
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i2.2742

Abstract

The study examined the effect of the use of Virtual Laboratory Experiments (VLE) on students’ achievement in chemistry. The study employed two hypotheses and two research questions. The design used was quasi-experimental, specifically the pretest-posttest non-equivalent control group one. The study's participants were 2,918 secondary school senior students in Delta, Nigeria. We selected 87 students from intact classes in two schools, using purposive and random selection methods. Three experts verified the data collected using the Chemistry Practical Achievement Test (CPAT). Using Kuder-Richardson Formula 20, we established the internal consistency and found a coefficient of 0.78. We used the mean, standard deviation, and analysis of covariance to analyze the study's data. Considering the research, students who were instructed in chemistry via VLE achieved better than those who trained applying DTI in relation to the mean scores of achievements. Additionally, there was a notable difference in the mean achievement score between students who were instructed in chemistry using the Demonstration Teaching Method (DTM) and those who were educated in chemistry using VLE. It was suggested that chemistry teachers receive regular training on how to incorporate contemporary technology into the instruction and learning of chemistry, particularly regarding the application of virtual chemistry laboratory experiments. This is because virtual learning environments (VLEs) may be utilized to guarantee that experiments are taught frequently and serve as a workaround for inadequate laboratory supplies and equipment.
Early Intervention as the Foundation for Early Childhood Math Learning Odiri, Onoshakpokaiye E.; Blessing, Onyekeshin Ishioma
Asian Journal of Early Childhood and Elementary Education Vol 4 No 1 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v6i1.8855

Abstract

This study examines the effects of focused instructional strategies on young children’s conceptual growth in mathematical reasoning and explores how early numeracy abilities influence later mathematical achievement and broader cognitive development. Drawing on empirical research from diverse educational settings, it compares traditional instruction and play-based learning (PBL), both of which are shown to support the development of early arithmetic skills, with particular attention to student engagement, cognitive growth, and numeracy competence. The review analyzes how early mathematical skills, such as number sense, spatial reasoning, and problem-solving—shape academic performance into adolescence and discusses the roles of play-based learning, technology-enhanced approaches, and structured instruction in fostering these foundational concepts. Employing a qualitative approach, the study synthesizes relevant literature on cognitive readiness, early childhood mathematics development, instructional and play-based interventions, and conceptual growth in early mathematics, as well as the longitudinal impact of early childhood mathematics on later academic outcomes. Overall, the findings underscore early intervention as a critical foundation for early childhood mathematics learning and highlight the need for carefully designed pedagogical strategies that integrate play, explicit instruction, and rich learning environments to optimize young children’s mathematical and cognitive development.
Co-Authors Avwiri, Hannah E Blessing, Onyekeshin Ishioma