Exploring the Pedagogical Influence of the Multiple Intelligence Learner Enhancers (MILE) Program on Lower Elementary Learners: A Qualitative Inquiry

Abstract

This qualitative phenomenological study explored the pedagogical influence of the Multiple Intelligence Learner Enhancers (MILE) Program on lower elementary learners. Specifically, the study examined teachers’ and learners’ experiences regarding learner engagement, instructional practices, participation patterns, and perceived developmental outcomes associated with the implementation of the MILE Program. Data were gathered through semi-structured in-depth interviews and classroom observations involving twelve purposively selected lower elementary teachers implementing the program. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that the MILE Program strengthened learner participation, classroom interaction, creativity, confidence, and motivation through varied and learner-centered activities aligned with multiple intelligences. Teachers observed that music-based, visual, kinesthetic, interpersonal, and collaborative activities improved learners’ engagement and classroom responsiveness. Participants also identified challenges related to time management, preparation of differentiated activities, classroom management, and limited instructional resources. Despite these concerns, teachers demonstrated adaptability and instructional creativity in implementing intelligence-based and contextualized learning experiences. The findings underscore the importance of learner-centered, differentiated, and multiple-intelligence-based pedagogical approaches in promoting holistic development and meaningful learning among lower elementary learners.