Individual Differences

Sudhindra Roy
Assisstant Professor
Deptt. of Education
Krishna Chandra College
Hetampur, Birbhum
Individual Differences

Individual Differences stand for “The

variation or deviations among individual is
regard to a single characteristics or a
number of characteristics, those
differences which in their totality
distinguish one individual from another.”

------ C. V. Good
(Dictionary of Education,1959)
Types of Individual Differences (Specific Types or
Varieties):
 1. Physical differences:
Shortness or tallness of stature, darkness or fairness of
complexion, fatness, thinness, or weakness are various
physical individual differences.
 2. Differences in intelligence:
There are differences in intelligence level among different
individuals. We can classify the individuals from super-
normal (above 120 I.Q.) to idiots (from 0 to 50 I.Q.) on
the basis of their intelligence level.
 3. Differences in attitudes, beliefs & opinions:
Individuals differ in their attitudes towards different
people, objects, institutions and authority(-ve, +ve or indifferent)
 4. Differences in achievement:
It has been found through achievement tests that
individuals differ in their achievement abilities.
These differences are very much visible in reading, writing
and in learning mathematics.
These differences in achievement are even visible among
the children who are at the same level of intelligence.
These differences are on account of the differences in the
various factors of intelligence and the differences in the
various experiences, interests and educational background.
 5. Differences in motor ability:
There are differences in motor ability. These differences
are visible at different ages. Some people can perform
mechanical tasks easily, while others, even though they
are at the same level, feel much difficulty in performing
these tasks.
 6. Emotional differences:
Individuals differ in their emotional reactions to a
particular situation. Some are irritable and aggressive
and they get angry very soon. There are others who are
of peaceful nature and do not get angry easily. At a
particular thing an individual may be so much enraged
that he may be prepared for the worst crime like murder,
while another person may only laugh at it.
 7. Differences on account of sex:
McNemar and Terman discovered the following differences
between men and women, on the basis of some studies:
(i) Women have greater skill in memory while men have greater motor ability.
(ii) Handwriting of women is superior while men excel in mathematics and
logic.
(iii) Women show greater skill in making sensory distinctions of taste, touch
and smell etc., while men show greater reaction and conscious of size-
weight illusion.
(iv) Women are superior to men in languages, while men are superior in
physics and chemistry.
(v) Women are better than men in mirror drawing. Faults of speech etc. in men
were found to be three times of such faults in women.
(vi) Women are more susceptible to suggestion while there are three times as
many colour blind men as there are women.
(vii) Young girls take interest in stories of love, fairy tales, stories of the school
and home and day-dreaming and show various levels in their play. On the
other hand boys take interest in stories of bravery, science, war, scouting,
stories of games and sports, stories and games of occupation and skill.
 8. Racial differences:
There are different kinds of racial differences. Differences
of environment is a normal factor in causing these
differences.
9. Differences due to nationality:
Individuals of different nations differ in respect of physical
and mental differences, interests and personality etc.
‘Russians are tall and stout’; ‘Ceylonese are short and
slim’; ‘Germans have no sense of humour’; ‘Yellow races
are cruel and revengeful’; ‘Americans are hearty and
frank’; Indians are timid and peace-loving’ and the like
observations enter into our common talk.
 10. Differences due to economic status:
Differences in children’s interests, tendencies and
character are caused by economic differences.
 11. Differences in interests & aptitute:
Factors such as sex, family background level of
development, differences of race and nationality etc.,
cause differences in interests.
 12. Personality differences:
There are differences in respect of personality. On the
basis of differences in personality, individuals have been
classified into many groups
Spranger, for example, has classified personalities
into six types:
(i)Theoretical,(ii) Economic (পরিরিতব্যয়ী), (iii) Aesthetic,
(iv) Social, (v) Political, and (vi) Religious.
Jung classified people into three groups:
(i) Introverts, (ii) Extroverts, and (iii) Ambiverts.
Trottor divided individuals into:
(i) Stable minded, and (ii) Unstable minded.
Jordon thinks of personalities into:
(i) Active, and (ii) Reflective type.
Thorndike has classified people into four
categories on the basis of thinking:
(i) Abstract thinkers,(ii) Ideational thinkers,(iii) Object
thinkers, and (iv) Thinkers in whom sensory experience
is predominant.
Terman has classified people into nine classes
according to their level of intelligence:
(i) Genius, (ii) Near genius, (iii) Very superior, (iv)
Superior, (v) Average, (vi) Backward, (vii) Feebleminded,
(viii) Dull, and (ix) Idiot.
13. Differences in learning Styles:
Fast Learner, Slow Learner, Learning at Moderate Speed.
Some are good at Memorisation, some in Reflection.
Some are good at analysis, some in synthesis, some in
evaluation etc.
Some prefer learning in group, some prefer learning alone.
14. Differences in Social & Moral Development:
Proper social adjustment leads to haapy social life while
others are socially handicapped, unsocial or antisocial.
People also differ in respect of ethical and moral sense and
judgement.
Conclusion:
It is an admitted fact that some people are honest, others
are dishonest, some are aggressive, others are humble,
some are social, others like to be alone, some are
critical and others are sympathetic. As a hole
personality of an individual is unique in itself. Thus we
see that the differences in behaviour & personality are
dependent on personality traits. Hence, no one can be
said be exactly similar to another.
Teacher should keep in mind these differences while
imparting education to the pupils.
Distribution of Individual Differences: Follows
Normal Probability Curve

Lowest Average Highest

Determinants/Causes of Individual Differences:
1. Hereditary (Nature)
 Individuals have various endowments, abilities, and
capacities provided by hereditary. Which decide the path
of progress and development of an individual.
 Hereditary contributes significantly towards Physical
Constitution
 Hereditary also put limits upon individuals’ growth
and development in various dimensions.
 Hereditary also contributes to sex
 Role of hereditary ends with conception
2. Environment (Nurture)
 Environment also plays key role in individual differences.
No person from conception (start of life) to death gets
the same environment. Individual differences occur on
the basis of simulation received by individual from his or
her internal and external environment. This may include
family set up, peer group, economic statues, education
etc.
 It is debatable that whether nature or nurture play vital
or stronger role in development of an individual in
specific direction. Both are strong contenders in order to
distinguish one individual from other.
Educational Implications of Individual
Differences:
 i. Aims of education, curriculum, method of teaching should be
linked with individual differences considering the different
abilities and traits individual.
 ii. Curriculum should be designed as per the interest, abilities
and needs of different students.
 iii. The teacher has to adopt different types of methods of
teaching considering individual difference related to interest,
need, etc.
 iv. Some co-curricular activities such as Drama, music, literary
activities (Essay & Debate Competition) should be assigned to
children according to their interest.
 v. Boys and girls are to play different roles in society. Hence the
factor of sexual biasness should be kept in mind.
 vi. Teacher uses certain specific teaching aids which will
attract the children towards teaching considering their
interest and need.
 vii.Various methods such as playing method, project
method, Montessori method, story telling methods are to be
used considering/discovering how different children
respond to a task or a problem.
 viii. The division of pupils into classes should not be based
only on the mental age or chronological age of children but
the physical, social and emotional maturity should be given
due consideration.
 ix. In case of vocational guidance the counsellor is to plan
the guidance technique keeping in view the needs and
requirements of the students.
Role of Individual Differences in Education:
 One of the important objectives of modern
education is the complete development of the
individual.
 Individuals have different goals, different interests,
different emotional problems and different
abilities.
 We cannot afford to ignore these individual
differences in imparting education to children.
 Since school work is planned on group basis it
presents a formidable challenge to all teachers.
Hence some practical procedures for adapting school
work to individual differences are suggested:
 1. Limited size of the class: Generally there are 50 or more
than 50 students in a class. In such a large class, it is not possible
for the teacher to pay individual attention to the students. The
size of the class should be small. It should be divided into various
units so that after class-room work their various difficulties may
be found out.
 2. Proper Knowledge of Individual’s Potentialities: Every
teacher should try to have the desired knowledge of the abilities,
capacities, interests, attitudes, aptitudes and other personality
traits of his/her pupils. For this purpose frequents assessment in
the form of intelligence tests, cumulative record card, interest
inventories, attitude scales, aptitude tests & measures for
assessing personality traits shall be carried out.
 3. Proper division of the class (ability grouping):
Now, the students can be divided into different classes
regarding their differences in intelligence, attitude,
interest, aptitude, etc forming homogenous groups.
Such classification is beneficial in adjusting the method of
instruction to varying individual differences.
While bringing about this classification, the teacher should
keep in mind the difference in age, emotional and social
qualities.
 4. Home task: The teacher should assign home task to
the students while keeping in view the individual
differences
 5. Factor of sex: Boys and girls are to play different roles
in society. Hence the factor of sex should be kept in mind.
 6. Curriculum: The curriculum should be modified to
suit the needs of all types of children. A large number of
subjects should be included in the curriculum so that
education can be provided to each child according to his
interests, needs and abilities. Curriculum should not be
rigid but it should be flexible.
If we lay down the same curriculum for all the students, the
brilliant students will not be able to have full mental diet,
and the backward students and the students of lower I.Q.
will lag far behind in the class, and they may start playing
truancy from the school.
 7. Methods of Teaching: Methods of teaching should
be chosen on the basis of individual differences. It is not
advisable to use the same method of education in the case
of all children-gifted or backward.
 8. Educational Guidance: Teacher should impart
educational guidance to the students while keeping in view
their individual differences. He can assist them in the
selection of educational career, selection of subjects,
selection of books, selection of hobbies and co-curricular
activities and in many other areas connected with education.
 9.Vocational Guidance: While keeping in view the
individual differences the teacher can guide the students in
the vocation that they should adopt.
 10. Individual Training: Many plans and techniques for
individualizing instructions have been advocated.
Some of these plans are as under:
(i) Dalton Plan:
 This plan was introduced by Miss Helen Parkhurst at Dalton.
According to this plan, the school is regarded as a ‘children
house.’ The principles underlying the plan are freedom, co-
operation and allocation of time. The pupils are free to continue
without interruption the work in which they are absorbed,
unhindered by time tables.
 They are not taught in class-rooms. They are given subjects that
suit their interests. The advantage of this plan is that each pupil is
allowed to proceed at his own rate and in accordance with this
individual ability. Thus the instructions are completely
individualized.
(ii) Morrison Plan:
 This Plan was devised by Professor H.Q. Morrison of the
University of Chicago. This plan is based on directed guidance
and stresses unit assignment. To establish learning unit is an
important task in the Morrison plan. The plan is based on
individual needs and interests.
(iii) Winnetka Plan:
 This plan was instituted by C.W. Washburne in the school of
Winnetka, Illinois. This plan is based on the principle that the
pupils should be allowed to follow his own rate of learning in
each of the subjects of his curriculum. Before instituting this plan
it is observed through an examination that how much an
individual already knows. On the basis of it, specific learning unit
is planned for him.
 Progress is checked by the pupils himself by means of self-
administered tests. The advantages of this plan are that the
backward and the intelligent are to proceed at their own rates.
Moreover, there are no failures since the pupil is measured
against his own progress.
(iv) Contract Plan:
 In this plan, the subjects of study are determined like the Dalton
method; the pupil’s progress is measured through tests like the
Winnetka method. Thus this plan is a synthesis of Dalton and
Winnetka methods.
(v) Project method:
 This method was suggested by Kilpatrick. In this method each
member of the group can work in terms of his interest and
ability. Hence this method is also in the direction of
individualization of instructions.
Thank You

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