Teaching-Learning Processes and Students’ Learning Styles: A Study of Pedagogical Practices

Abstract

Understanding how pedagogical practices align with students’ learning styles is essential to strengthening teaching–learning processes in elementary education. This qualitative descriptive study examined pedagogical practices at Esperanza Elementary School and explored how these practices address students’ diverse learning styles. Semi-structured interviews with teachers and focus group discussions with learners were conducted to capture instructional strategies, classroom experiences, and learning engagement. Thematic analysis revealed four major themes: (1) adaptive pedagogy responsive to learning styles, (2) multimodal instruction enhancing engagement, (3) teacher facilitation of meaningful learning, and (4) contextual challenges in aligning pedagogy with diverse learners. Findings indicate that instruction accommodating visual, auditory, and kinesthetic learning preferences promotes learner participation, comprehension, and motivation, consistent with differentiated and learner-centered frameworks (Dunn & Dunn, 1993; Tomlinson, 2014). However, constraints related to time, class size, and instructional resources limit sustained implementation. The study concludes that pedagogical practices aligned with students’ learning styles positively influence teaching-learning processes, provided that institutional support mechanisms are in place. Implications for classroom practice, curriculum design, and school leadership are discussed.