Beyond One-Size-Fits-All Instruction: Exploring Learning Styles among Elementary Learners in a Rural Philippine School

Abstract

Learners possess diverse ways of acquiring, processing, and retaining information, making the recognition of learning styles an important consideration in contemporary educational practice. In rural elementary schools, understanding learners’ preferred approaches to learning can assist teachers in designing responsive and inclusive instructional strategies that address individual differences. This study explored the learning styles of elementary learners at Villa Fuerte Elementary School, San Mateo South District, Philippines. Using a qualitative case study design, the research investigated how learners perceive, experience, and express their learning preferences within the classroom context. Participants included fifteen (15) elementary learners, six (6) teachers, three (3) school administrators, and ten (10) parents selected through purposive sampling. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Findings revealed that learners exhibit diverse learning preferences characterized by visual learning, auditory learning, kinesthetic learning, collaborative learning, independent learning, and technology-assisted learning. The study further found that learner engagement and academic participation increase when instructional strategies align with learners’ preferred modes of learning. The findings underscore the importance of differentiated instruction and learner-centered pedagogies in promoting meaningful educational experiences in rural elementary schools. The study provides valuable insights for educators seeking to create inclusive learning environments that accommodate learner diversity.