A Qualitative Hermeneutic Phenomenological Analysis of Educator Perspectives on the Benefits of Multisensory Instruction in Elementary Classrooms

The purpose of this hermeneutic phenomenological study was to explore the lived experiences of elementary teachers who have implemented multisensory instruction within their teaching practices, specifically in northern East Coast Florida kindergarten through third-grade classrooms. Multisensory strategies that use human senses are being looked at through teachers’ perceptions of this practice and how they influence student learning. The theory guiding this study is Shapiro’s embodied cognition theory (2019), which is based on the principle that cognitive processes are enhanced through learning that occurs because of interactions between the body and the environment. The central research question guiding this study is: What are the lived experiences of elementary teachers who have implemented multisensory instruction within their teaching practices? The study is a hermeneutic phenomenological analysis of teacher perspectives on the benefits of multisensory teaching and learning practices in elementary classrooms. It includes journal prompts, interviews, and a focus group of kindergarten through third-grade educators at schools in the northeast region of Florida. Results were recorded to aid in identifying patterns and trends that occur during multisensory lessons. The themes identified are: (a) the transformation of teaching methods and classroom dynamics through multisensory instruction, (b) influences of multisensory instruction on academic performance and behavior management, and (c) the participant's professional fulfillment and personal growth. The initial theme regarding transforming teaching styles and classroom interactions through multisensory instruction focused on how teachers had incorporated this approach into their classrooms since their discovery. The theme highlighted a revitalized sense of joy among teachers, showcasing their renewed enthusiasm and passion for educating their students. The second theme explored the effects of multisensory instruction on academic performance and behavior management. The theme demonstrated how multisensory instruction correlated with student performance and growth in the classroom. The final theme uncovered was the participants' professional fulfillment and personal growth, emphasizing the significance of teachers' confidence, personalized multisensory instruction, and the vital role of a supportive community of educators. Results concluded that teachers find multisensory instruction to be a valuable form of teaching in elementary classrooms.