Understanding Pupils’ Learning Styles in Learner-Centered Elementary Classrooms at Sta. Cruz Elementary School

Abstract

Learner-centered pedagogy emphasizes responsiveness to learners’ differences, including how pupils prefer to engage with and process information. In elementary education, understanding pupils’ learning styles can play a critical role in designing instruction that promotes meaningful participation and sustained engagement. However, empirical studies examining how learning styles are recognized and addressed within learner-centered classrooms particularly in public elementary schools remain limited. This qualitative case study explored pupils’ learning styles in learner-centered classrooms at Sta. Cruz Elementary School and examined how instructional practices aligned with these preferences influenced pupils’ academic engagement. Data were collected through classroom observations, focus group discussions with pupils, and semi-structured interviews with teachers. Thematic analysis revealed four key themes: (1) multimodal instruction supporting behavioral engagement, (2) learner choice and differentiation fostering emotional engagement, (3) collaborative learning reflecting social learning preferences, and (4) scaffolding across learning styles enhancing cognitive engagement. Findings indicate that learner-centered instruction that is responsive to diverse learning styles strengthens pupils’ participation, motivation, and understanding. The study concludes with implications for instructional practice, school leadership, and future research in elementary education.