Evaluating Multisensory Teaching Techniques and Learners’ Self-Concept: Proactive Learning Engagement Plan

Abstract

This descriptive-correlational study evaluated teachers’ multisensory teaching techniques and learners’ self-concepts at an Elementary School in Bohol, during the 2025-2026 school year. Data was gathered through a self-developed survey questionnaire, involving 44 respondents: 22 teachers selected by simple random sampling and 22 learners selected by stratified random sampling. The study found that teachers see themselves as consistently using multisensory teaching, but learners perceive these strategies as only occasional and uneven, especially in creative and technology based forms. Learners also report weak to moderate self-concept, with mixed feelings about their personal and academic abilities. Teacher characteristics such as age, gender, education, and experience do not strongly affect how these strategies are used, except that age is related to engagement and motivation. Overall, multisensory teaching is not strongly linked to self-concept, but strategies that build memory, boost engagement, and respond to diverse learners show a clearer positive connection than those focused solely on comprehension. The study highlighted that those teachers see multisensory teaching as a regular, central part of their work, but learners experience it as inconsistent and limited, especially in creative and technology based forms. Both teachers and learners see learners’ self-concept as only moderately positive, with clear emotional and academic concerns. Multisensory teaching is not strongly linked to self-concept; the components that build memory, boost engagement, and support diverse learners show a clearer positive effect than those focused solely on comprehension.