ENHANCING CAPABILITY OF TEACHERS IN ADDRESSING VISUAL AUDITORY, READING/WRITING, KINESTHETIC, AND MULTIMODAL TYPES OF LEARNERS

This study aimed to enhance teachers capability in addressing the needs of visual, auditory, reading/writing, kinesthetic learners, and multimodal learners at School A and School B. Specifically, it sought to identify the learning styles of Grades 4–6 learners, determine the instructional strategies used by teachers find out if there is a significant difference between learning styles and instructional strategies assess the effectiveness of these strategies as perceived by teachers examine the relationship between instructional strategies and their effectiveness identify challenges in addressing diverse learning styles and propose interventions to improve teacher capability. Findings revealed that kinesthetic learners were the most common, with visual learners the least. Lectures were frequently used for auditory learners and role-playing for kinesthetic learners, while field trips and podcasts were least applied. Although no significant difference was found between learning styles and instructional strategies, multimedia presentations, and hands-on experiments were rated highly effective for visual and kinesthetic learners. Significant positive relationships were found between instructional strategies and their effectiveness—except visual strategies. Time constraints emerged as the most frequent challenge in implementing differentiated instruction. The study proposed the development of an instructional strategies handbook designed to guide teachers in planning and implementing effective, learner-centered approaches. Recommendations include increasing kinesthetic-based strategies, integrating underutilized methods such as podcasts and field trips, and providing training on differentiated instruction and time management to support inclusive education.