Sensory Learning, Multisensory Teaching, and the Cognitive Failure in Academic Performance of Grade 5 Learners in Science

This study investigated factors influencing Science performance among Grade 5 learners in the Congressional District 1 of Bohol during the 2024–2025 school year. The research focused on the relationships among learners’ sensory learning styles such as ways individuals best process information using their senses, such as visual, auditory, kinesthetic, or reading/writing preferences), teachers’ use of multisensory teaching strategies (using multiple senses simultaneously to enhance learning, and learners’ cognitive failures such as difficulties in attention, memory, and task completion, such as forgetting instructions or losing focus. Data were obtained from 1,340 learners and 134 Science teachers, offering complementary perspectives on classroom learning and instruction. Descriptive and inferential statistical analyses were conducted to examine the variables and their interrelationships. The findings indicated that learners predominantly preferred kinesthetic and reading/writing sensory modalities, whereas teachers primarily reported using tactile strategies, revealing a perceptual discrepancy between teachers and learners. Learners demonstrated moderate cognitive failure; however, most achieved very satisfactory to outstanding Science grades, indicating that effective teaching may mitigate some attentional and memory lapses. These results highlight the importance of aligning instruction and assessment with students’ sensory preferences to reduce cognitive load (mental effort required for thinking and learning) and enhance learning outcomes. To facilitate implementation, a planning guide was developed to support educators in delivering responsive multisensory instruction, addressing perceptual gaps, and accommodating diverse learner needs.