Unpacking Pedagogical Practices and Learners’ Lived Experiences and Learning Styles in Villa Verde Elementary School: A Qualitative Case Study

Abstract

Abstract

This qualitative case study explores the pedagogical practices of teachers and the lived experiences and learning styles of elementary learners in Villa Verde Elementary School. Grounded in constructivist learning theory and Kolb’s experiential learning framework, the study investigates how instructional strategies align with diverse learner needs and how these practices shape students’ engagement and learning outcomes. Data were collected through in-depth interviews, classroom observations, and document analysis involving purposively selected teachers and learners. Using Braun and Clarke’s (2006) thematic analysis, four major themes emerged: (1) Adaptive Pedagogical Practices in Diverse Classrooms, (2) Experiential and Contextualized Learning Engagements, (3) Learner Agency and Participation in Meaning-Making, and (4) Tensions Between Learning Preferences and Instructional Constraints. Findings reveal that while teachers employ varied and inclusive strategies, structural limitations and resource constraints influence the extent of responsiveness to learners’ styles. Learners demonstrate active engagement when instruction aligns with their experiential and collaborative preferences. The study underscores the need for continuous professional development and context-sensitive pedagogical innovations to enhance inclusive and learner-centered education.