This paper describes an ongoing study related to a conceptual design model, which is specific to instructional interface design to enhance courseware usage. It was found that most of the existing courseware applications focus on the needs of certain target with most of the courseware offer too little to inclusive learners. In addition, the use of structure, layout, and navigation to improve the courseware instructional interfaces as part of usability strategies was also problematic for developers. Thus, this study aims at creating an alternative instructional interface as part of usability strategies for inclusive education systems called Instructional Interface Design for Courseware (IID4C). It is proposed as guidance for the developer to refer to. The study used comparative analysis technique to determine the elements of the model. In the end, this study finds that the IID4C model is useful for information accessibility and contributes to the designing of instructional courseware. Future works are to evaluate the proposed model among disabled and non-disabled learners.

Usability is always the basic factor to be considered when developing any learning product. It attracts students to use the developed product such as courseware and help learners to gain more knowledge in learning. When usability strategies are considered in designing courseware, the courseware can be usable for the target users. Currently in Nigeria courseware are not fulfilling the requirement. Users are not happy with courseware; hence the usage is not encouraging, especially, in distance learning environment. Accordingly, this paper explains about the needs for determining the appropriate instructional interface elements using multimedia as part of usability strategies in courseware for distance learning. The study was carried out with fifteen academic staffs of a distance academic programme at university of Ilorin, Nigeria. Data were gathered through unstructured interviews.Having analyzed, the results show that there is a need for a study that determine the usability strategies for distance learning in Nigeria.

The study investigates the usability of the proposed model for instructional design on Courseware for Inclusive Education System (C4IES). The usability evaluation on courseware is an important constructivist instructional strategy for inclusive educational systems. The study used the comparative analysis technique to evaluate the usability level of proposed model of C4IES. Then, a field study with observation and survey approach were carried out on randomly selected students among distance learning institutes, whereby a group of students was exposed to non-interactive learning aids, whereas the other group was aided with C4IES prototype. The model has been reviewed by seven experts and validated by 202 respondents from approved distance learning through prototyping. On top of that, the findings of user experience indicated that the C4IES is able to fulfil the instructional interface needs for the non-impaired, low-visual, and hearing-challenged learners in terms of motivation in the use of courseware next time. All these findings demonstrate that the proposed model of C4IES is useful for information accessibility and contributes to the designing of instructional design.

This study describes an ongoing study related to the development of usability strategies, which specific to instructional interface application for inclusive education systems. Reviews from literatures indicate that usability strategies that are incorporated in courseware which is specifically designed to motivating inclusive learners in elearning environment is highly scarce. It was found that most of the existing content and navigation accessibility applications including courseware focus on the needs of certain target with most of this courseware offering too little to inclusive learners in terms of information accessibility, navigation ability and motivation concepts. In addition, the use of structure, layout and navigation to improve the coursewares' instructional interface as part of usability strategies was also problematic for them. Thus, this study aims at creating an alternative instructional interface as part of usability strategies particularly on courseware design for inclusive education systems. The study used comparative analysis technique to determine the usability strategies of instructional interface. Prior to proposed usability strategies a specific design model has to be proposed as guidance for the developer to refer to. So, this study found was to determine the usability strategies for instructional interface of C4IES by utilizing stages of activities. Future works is to validate the proposed strategies through expert review and prototyping method.

This study explored the trends in students' achievement in Senior School Certificate Examination (SSCE) in Further Mathematics in Kwara State, Nigeria. The study adopted descriptive research design of ex-post factor type. The sample comprised all Further Mathematics students in 79 public senior secondary schools with 3 Local Government Areas in Kwara State. Two research questions were raised and answered in the study. Frequency count, Percentage and Autoregressive (AR) processes for modelling of time series analyses were used to analyse the data. The results revealed that the trend of students' achievement in WASSCE Further Mathematics from 2007 to 2016 was stochastic with random walk steadily progressive and percentage of the students obtained credit ranged from 23.0 to 77.3; pass ranged from 18.2 to 72.2 and fail ranged from 0.0 to 25.8. It was recommended among others that stakeholders in education should improve the quest for scientific literacy particularly for science-based subjects and further Mathematics curriculum should be all inclusive and non-discriminating to allow development of problem solving ability.