Differentiation Instruction Through Inclusive Screen Software use and Exploration Skills of Students with Sight Disability in Public Universities in South-South States, Nigeria

This research investigated the relationship between differentiated inclusive screen reading software use and exploration skills among students with sight disability in public universities in South-South states of Nigeria. The research design applied for the study was a correlation survey design. To accomplish the purpose of the study, one hypothesis was formulated to guide the investigation. A ‘Census’ was employed to gather thirty-four (34) respondents from thirteen (13) public universities in the South-South states to find out their thoughts about inclusive screen software and exploration skills. Data was gathered using the Screen Software Exploration Skills Questionnaire (SRRSQ). The instrument was structured into two (2) sections A and B with fifteen items constructed with questions on ‘inclusive screen software use and exploration skills. Hypothesis testing was done with a simple linear regression statistical tool on the relationship of the two variables at a .05 level of significance. The result of the reliability estimate was 0.947 after being subjected to the Cronbach Alpha Reliability Test. A correlation coefficient (R) of 0.491 was recorded signifying that there occurred a positive relationship between the scores obtained from inclusive screen software use and exploration skills. The Adjusted Square (Adj²) value was .705 and indicated that 70.5% of the variance was accounted for by inclusive screen software use by the university students with sight disability. Regression analysis of variance (F=79.968, p<.0.05) showed that the null hypothesis was rejected implying that the relationship between students’ use of inclusive screen reading software and exploration skills was statistically significant. On the basis of this, it was concluded that when lecturers administer a differentiation strategy of inclusive screen software, each university student with a sight disability can highly or moderately utilize the tool to create online exploration skills for projects and assignments. The recommendations made included; the conduct of regular training for the use of the software by each student who has a sight disability and all staff, disbursement of adequate funds for the purchase of the technology.