Examining the Influence of Elementary Teachers’ Innovative Strategies on Intermediate Pupils’ Learning Styles

Misher A. Sarapil; Nadzmina J. Hamid; Al-Rashiff Hamjilani Mastul

doi:10.56741/ijlree.v4i02.913

Authors

Misher A. Sarapil Mindanao State University - Tawi-Tawi College of Technology and Oceanography
Nadzmina J. Hamid Mindanao State University - Tawi-Tawi College of Technology and Oceanography
Al-Rashiff Hamjilani Mastul
Al-Rashiff.mastul@deped.gov.ph
Mindanao State University,Mindanao State University - Tawi-Tawi College of Technology and Oceanography https://orcid.org/0009-0006-8161-1672

DOI:

https://doi.org/10.56741/ijlree.v4i02.913

Keywords:

Collaborative Learning, Elementary Education, Inquiry Learning, Learning Styles, Teacher Innovation

Abstract

This study explored the use of innovative teaching strategies—constructivist, collaborative, reflective, integrative, and inquiry-based—and their influence on the learning styles of intermediate pupils at Yusop Dais Elementary School. A descriptive quantitative design was employed, using a researcher-developed questionnaire for teachers and a student learning style instrument adapted from Abrami and Venkatesh. Findings revealed that most pupils preferred visual learning styles, followed by auditory and kinesthetic. Among the strategies, the constructivist approach was the most frequently applied by teachers. Statistical analysis showed no significant influence of visual and auditory learning styles on the effectiveness of constructivist, collaborative, integrative, or inquiry-based strategies. However, a significant relationship was found between the kinesthetic learning style and the reflective strategy. These findings indicate that while various innovative strategies are commonly used, their effectiveness may vary depending on students’ preferred learning styles. The results underscore the importance of aligning teaching strategies with learners’ needs to improve engagement and academic performance. Teachers are encouraged to consider diverse learning preferences and adapt their instructional approaches accordingly to ensure more inclusive and effective teaching practices.

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Author Biographies

Misher A. Sarapil, Mindanao State University - Tawi-Tawi College of Technology and Oceanography

pursued a degree in Bachelor of Elementary Education at Mindanao State University–Tawi-Tawi College of Technology and Oceanography (MSU-TCTO). She excelled academically and graduated cum laude in the academic year 2024–2025, a testament to her dedication, hard work, and perseverance. She continues to aspire to make a meaningful impact in the field of education and is deeply committed to serving her community through her role as an educator and lifelong learner. (email: mishersarapil8@gmail.com).

Nadzmina J. Hamid, Mindanao State University - Tawi-Tawi College of Technology and Oceanography

enrolled at Mindanao State University (MSU) Sanga-Sanga, Bongao, Tawi-Tawi, where she took up a Bachelor of Elementary Education (BEED) to further her knowledge and skills in teaching. Throughout her college years, she demonstrated academic excellence, becoming a consistent Dean’s Lister for more than three semesters—an achievement she holds dear. In the academic year 2023–2024, she proudly graduated with a degree in Bachelor of Elementary Education, becoming the second degree holder in her family. (email: nadzmina42@gmail.com).

Al-Rashiff Hamjilani Mastul , Mindanao State University,Mindanao State University - Tawi-Tawi College of Technology and Oceanography

is affiliated with Mindanao State University - Tawi-Tawi College of Technology and Oceanography, Philippines. His Doctoral degree is from the College of Education, Western Mindanao State University, Philippines. His undergraduate and master's degrees are from MSU Tawi-Tawi College of Technology and Oceanography. He has disciplines in Teacher Education, Educational Technology, and Teaching Methods, focusing on Pre-Service Teachers. (email: alrashiffmastul@msutawi-tawi.edu.ph).

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