Understanding Individual Differences in Ability and Implications for Classroom Management in Primary Schools in Owerri Municipal Council of Imo State, Nigeria

Abstract

The need to identify the different ability level of learners in a classroom cannot be over-emphasized. This is especially so because each student has a unique personality from others. Any attempt to ignore the ability levels of learners can result to serious impediment to effective teaching and learning. The paper sets out to investigate the individual differences in ability among pupils in the primary school and their implications for classroom management. Available literature in the subject matter shows a preponderance of individual differences in ability levels among pupils which certainly affect teaching and learning in the schools.  The paper argues that in a typical classroom setting, the teacher needs to provide for various ability levels of learners from the time to time to achieve success the descriptive survey design was adopted and a simple random sampling technique was used in selecting a study sample of 250 primary school teachers from a population of 2,705. The teachers responded to a structured instrument tagged individual differences in learning utilities and implications in classroom management (IDICM). Results from the data analysis showed that there are a variety of individual differences in the classroom. The findings also revealed that the teachers' supportive attitude is required for effective classroom management.  However, there are areas where the teachers' supportive attitude is still in doubt.  Recommendations were proffered as follows: (i) Teachers should vary their methods of teaching to encourage all shades of ability levels (ii) Classroom instruction should be adapted to cover pupils potentials, interest and needs (iii) Teachers should encourage pupils to learn at their own pace among others' recommendations.