This study is anchored to the theory of Lev Vygotsky (1934) The Sociocultural Theory.

It emphasizes the significance of interactions with others significantly increases not

only the quantity of information and the number of skills a child develops, but it also
affects the development of higher order mental functions such as formal reasoning.
The higher mental abilities could only develop through the interaction with more
advanced others. Children learn best not when they are isolated, but when they
interact with others, particularly more knowledgeable others who can provide the
guidance and encouragement to master new skills.

In this study, interpersonal intelligence refers to respond information, understand

information, and build social connections/interactions with others. In addition, the focus
area of interpersonal intelligence lies on three aspects, including communication,
empathy, and cooperation.

file:///C:/Users/Aspire-3/Downloads/
The_Interpersonal_Intelligence_Profile_of_Seventh-.pdf

McLeod, S. (2020). Lev Vygotsky's sociocultural theory.

https://www.simplypsychology.org/vygotsky.html?
ezoic_amp=1&fb_comment_id=500779888714_15217241

INTERACTIVE METHOD (IV)

In an interactive teaching approach, learners are given opportunities to interact not

only with their teacher but with their peers as well (Corpuz & Salandanan, 2013, p.91).
In this approach, students are not spoon fed by the teacher, rather they are involved
with their own search for knowledge (Reys, Lindquist, Lambdin, Smith, Rogers, Falle,
Frid & Bennett, 2012; Ganyaupfu, 2013). Under this approach, there are several
teaching methods that can be used which are referred to as “interactive-engagement”
(IE) methods (Hake, 1998; Meltzer & Manivannan, 2002) such as demonstrations,
interactive-lectures, inquiry, response systems, etc. IE methods are designed to
deepen the comprehension of learners through interactive engagement in “heads-on
(always) and hands-on (usually) activities” (Hake, 1998) which result to exchange of
feedback with the teacher and other learners during class discussions.

Aside from students’ cognition, this approach also aims to positively affect their
attitudes (Georgiou & Sharma, 2015). Moreover, Meltzer and Manivannan (2002)
mentioned that in an interactive class, teachers use “think-pair-share method”, promote
interaction through inquiry, go around the classroom to monitor students’ work and
encourage students to share their insights. Engaging the students means fully
involving them with their own acquisition of knowledge (Reys et al., 2012). According
to Jerome Bruner’s Cognitive Learning Theory, “learning is an active process in which
learners construct new ideas or concepts based upon their current and past
knowledge” (Vega & Prieto, 2012, p.12). In addition, John Dewey (1997 as cited in
Sheppard, 2011), a proponent of experiential learning commonly known as “learning
by doing”, mentioned that teachers have the role to provide students with several
learning experiences that will promote student engagement and interest.

Students get a full grasp of the lessons when they are involved. One way is to divert
from the traditional and utilize an interactive approach of teaching coupled with the use
of instructional tool. However, integrating technology is not always made possible in
most public schools because of their budget limitations. That is why the writing board
as an instructional tool was employed. Student engagement was evaluated in three
dimensions namely cognitive, social and affective. These factors were chosen to
provide the study with various perspectives under the premise that when the learners
are truly engaged in the discussions and they are evaluated accordingly, they are more
likely to achieve better academic performance in the subject which is the main goal of
every educational institution (Zantua & Lapinid, 2018)

Vega, V.A. & Prieto, N.G. (2012). Facilitating Learning. Mandaluyong, Philippines:
Books Atbp. Publishing Corp. ISBN: 971-0412-27-3
Sheppard, P.A. (2011). Experience-Centered Instruction as a Catalyst for Teaching
Mathematics Effectively to African American Students. The Journal of Negro
Education, 80 (3), 254-265.Retrieved from http://www.jstor.org/stable/41341132
Meltzer, D. E. & Manivannan, K. (2002). Transforming the lecture-hall environment:
The fully interactive physics lecture. American Journal of Physics, 70 (6), 639-654.
doi:10.1119/1.1463739
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-
thousand-student survey of mechanics test data for introductory physics courses.
American Journal of Physics, 66 (1), 64-74. doi: 10.1119/1.18809
Georgiou, H. & Sharma, M.D. (2015). Does using active learning in thermodynamics
lectures improve students’ conceptual understanding and learning experiences?.
European Journal of Physics, 36, 1-13. doi:10.1088/0143- 0807/36/1/015020
Ganyaupfu, E. M. (2013). Teaching Methods and Students’ Academic Performance.
International Journal of Humanities and Social Science Invention, 2(9), 29-35.
Retrieved from https://www.researchgate.net/publication/264124 430
Reys, R.E., Lindquist, M.M., Lambdin, D.V., Smith, N. L, Rogers, A., Falle, J., Frid, S.,
& Bennett, S. (2012). Helping Children Learn Mathematics. Milton, Australia: John
Wiley & Sons Australia, Ltd.
Corpuz, B.B. & Salandanan, G.G. (2013). Principles of Teaching 1. 3rd Ed. Quezon
City, Manila: Lorimar Publishing, Inc.
Zantua, J. A. V., & Lapinid, M. R. C. (2018). Utilizing Writing Boards in Interactive
Mathematics Classes. DLSU Research Congress.

https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-
proceedings/2018/lli-02.pdf

INDICATORS
LEARNING ENVIRONMENT

Fraser (1986) divides the classroom learning environment into four major components
which includes: physical things, the social interaction among its members, the
characteristics of its members and systems, values, cognitive structures etc., so, a
classroom learning environment can be explained with reference to either physical or
social aspects. This study considers only the social aspects of the classroom learning
environment which includes teacher's behavior and students' behavior (both verbal
and non-verbal communications), teaching and learning methodologies, teachers'
classroom management practices, teaching and learning styles, attitudes, personality
traits, beliefs, group dynamics, socio-economic status of the students, cultural diversity
of the classroom called its social component of the classroom environment

A classroom setting has two major components, namely, physical component and
human component. Physical component comprises all the physical objects present in
the classroom e.g. black board, furniture, lightings, projector, books, computers etc.,
whereas the human component comprises of individuals i.e., teachers and students in
the classroom. It generally involves the nature of interaction of teachers with students
and student-student as well. This pattern of interaction generates a particular
atmosphere which may be called as learning condition/situation/environment (Malik &
Rizvi, 2018).

When a student first steps into a room they will make a judgment about the type of
class they are going to be taking. They will look to see how desks are arranged. They
will notice what is hanging on the walls. The way in which a teacher sets up their class
allows them to communicate with their students nonverbally. By adding various
learning centers or activity centers the students will know that this is a classroom that
likes to do hands on experiments. It also conveys that they will not just sit and take
notes, but they will act out what ever subject they are learning (Steve and Richard,
2013)

Fraser, B. (1986). Classroom environment. New York: Croom Helm, 51 Washington

Street.
Malik, R. H., & Rizvi, A. A. (2018). Effect of Classroom Learning Environment on
Students' Academic Achievement in Mathematics at Secondary Level. Bulletin of
Education and Research, 40(2), 207-218.
Steve, G., & Richard, H. (1990). Establishing a classroom environment that promotes
interaction and improved student behavior, The Clearing House, 63(8), 375-378.
https://files.eric.ed.gov/fulltext/EJ1209817.pdf

TEACHING-LEARNING PROCESS

LEARNING ASSESSMENT
For many years, the word ‘‘assessment’’ was used primarily to describe processes of
evaluating the effectiveness of sequences of instructional activities when the sequence
was completed. The actions that guided learning processes before the end of the
sequence were generally not regarded as kinds of assessments. Within the French
language literature, they were typically discussed as aspects of the regulation of
learning processes, and within the English language literature, to the extent that it was
discussed at all, as simply an aspect of good teaching. More recently, particularly in
the English-speaking research community, however, there has been an increasing
tendency to seek to understand activities that are intended to guide the learning
towards the intended goal, and that take place during the learning process, as forms of
assessment. In this paper I review this development, and attempt to clarify the
meanings of the terms assessment for learning and formative assessment (William,
2011).

At the time, and perhaps even now, such a prescription might seem simple, but
students do not learn what they are taught. Even when instruction is planned with great
care, delivered effectively, and in a way that engages students, the learning outcomes
often bear little or no relation to what was intended. If what a student learns as a result
of a particular sequence of instructional activities is impossible to predict, even in the
unlikely event that all the learners in an instructional group are at the same place when
the instruction starts, within minutes, students will have reached different
understandings. That is why assessment is a, perhaps the, central process in effective
instruction. It is only through assessment that we can find out whether a particular
sequence of instructional activities has resulted in the intended learning outcomes
(William, 2011).

Assessment for learning occurs during the teaching and learning process rather than
after it and has as its primary focus the ongoing improvement of learning for all
students (Assessment Reform Group, 1999; Crooks, 2001; Shepard, 2000). Teachers
who assess for learning use day-to-day classroom assessment activities to involve
students directly and deeply in their own learning, increasing their confidence and
motivation to learn by emphasizing progress and achievement rather than failure and
defeat (Stiggins, 1999; 2001). In the assessment for learning model, assessment is an
instructional tool that promotes learning rather than an event designed solely for the
purpose of evaluation and assigning grades. And when students become involved in
the assessment process, assessment for learning begins to look more like teaching
and less like testing (Davies, 2000).

Wiliam, D. (2011). What is assessment for learning?. Studies in educational

evaluation, 37(1), 3-14.
Chappuis, S., & Stiggins, R. J. (2002). Classroom assessment for learning. Educational
leadership, 60(1), 40-44.
Assessment Reform Group. (1999). Assessment for learning: Beyond the black box.
Cambridge, England: University of Cambridge.
Crooks, T. (2001). The validity of formative assessments. Leeds, England:
British Educational Research Association
Shepard, L. A. (2000). The role of assessment in a learning culture.
Educational Researcher, 29(7), 4–14.
Stiggins, R. J. (1999). Assessment, student confidence, and school success. Phi
Delta Kappan, 81(3), 191–198.
Stiggins, R. J. (2001). Student-involved classroom assessment (3rd ed.). Upper
Saddle River, NJ: Merrill-Prentice Hall.
Davies, A. (2000). Making classroom assessment work. Merville, British
Columbia, Canada: Connections Publishing.
file:///C:/Users/Aspire-3/Downloads/1-s2.0-S0191491X11000149-main.pdf
http://hssdnewteachers.pbworks.com/w/file/fetch/50394085/
classroom.assessment.for.learning.chappuis.pdf

INTERPERSONAL INTELLIGENCE
Interpersonal intelligence in Gardner’s multiple intelligence theory among eight
intelligences such as visual-spatial, linguistic-verbal, logical-mathematical, bodily-
kinesthetic, musical, interpersonal, intrapersonal and naturalistic (Gardner, 2006), is
defined as the ability to regard and make distinctions among other people, including
their moods, temperaments, motivations, and intentions . [6] added that interpersonal
intelligence relies on social intelligence−the ability and skills of a person in creating
relationships, build relationships and maintain social relations so that both parties are
in a win-win situation or mutually beneficial. Similarly, stated that interpersonal
intelligence involves the intelligence to understand others and process through
interaction with them. In this study, interpersonal intelligence refers to respond
information, understand information, and build social connections/interactions with
others. In addition, the focus area of interpersonal intelligence lies on three aspects,
including communication, empathy, and cooperation (Dien & Wustqa, 2018).

Characteristics of children who have high interpersonal intelligence will always show
the ability to develop effective social relations, empathize with others, ability to
maintain social relations, sensitive to changes in social situations, able to solve
problems well and prevent problems in social relations and have the ability and
effective communication skills. Al-Kalbani& Al-Wahaibi (2015) explain that
interpersonal intelligence is very important in the learning process which places
dialogue and cooperation as instruments in enhancing and developing cognitive
abilities.

The need to be able to have good interpersonal intelligence is critical for students.
Interpersonal intelligence links well with the present day learning objectives of
communication and collaboration as well as critical thinking and problem solving.
Furthermore, good interpersonal intelligence is necessary for the development of
creativity, as outlined by that socialization can make changes and developments
toward a person’s creativity. Improving interpersonal skills helps individuals enrich
relationships, cope better at social environment and especially when dealing with
difficult or challenging individuals as well (Dien & Wustqa, 2018).
Dien, C. A., & Wustqa, D. U. (2018, November). The interpersonal intelligence profile
of seventh-grade students in mathematics learning. In Journal of Physics: Conference
Series (Vol. 1108, No. 1, p. 012080). IOP Publishing.
Al-Kalbani, M. S., & Al-Wahaibi, S. S. (2015). Testing the multiple intelligences theory
in Oman. Procedia-Social and Behavioral Sciences, 190, 575-581. doi:
10.1016/j.sbspro.2015.10.001
Gardner, H. (2006). Multiple Intelligences (New York: Basic Books)
https://eric.ed.gov/?id=EJ1230089

COMMUNICATION ASPECT

Effective communication is vital in education. Whether an educator is teaching a

student, a colleague, parent, or vice versa, effective communication is required to
guarantee the success of our learners. Although it may seem that there is always
communication between the learner and the educator, communication does not always
occur. Occasionally the absence of time, shortage of resources, and lack of knowing
how to exchange information can lead to ineffective communication. Once
communication amongst the teacher and student is effective, both would benefit: the
level of the students’ enthusiasm would grow, and the teacher would be a major
influence for the child’s learning. Effective communication helps people learn easier,
strengthens the relationship between the teacher and the learner, and creates a
positive atmosphere in the learning environment.

Communication is much more than simply speaking and providing information.

Communication takes place when “someone sends a message, and the other person
receives it”. (Petrie, 2011, p. 18) In this case the teacher-student conversation cannot
be considered as efficient communication amongst the two. Learner-learner
communication has a vital role in the classroom as well. Lynch mentions that students
tend to understand their peers’ statements as personal attacks. Face to face
communication with each other helps accept feedback as a normal and essential part
of learning. (Lynch, 1996)

This is why communication takes an essential role in the students’ learning level
outcome. Petrie states that the child and their relationship with an adult, in this case
their educator, actually is the foundation on which definite communication can be
made. (Petrie, 2011) A strong relationship leads to effective communication which
leads to enthusiastic students eager to learn. All aspects of communication, including
non-verbal communication, attentive listening, and communicating in groups have a
crucial part in effective communication with young learners. (Petrie, 2011)
Diloyan, A. (2017). The Importance of Communication in the Classroom: The Impact of
Effective Communication Skills on Student Enthusiasm.
Lynch, T. (1996). Communication in the Language Classroom (Vol. Fourth
Impression ). England: Oxford University Press
Petrie, P. (2011). Communication Skills for Working with Children and Young People:
Introducing Social Pedagogy (3rd ed.). London: Jessica Kingsley Publishers.

https://baec.aua.am/files/2017/09/Angela_Diloyan_The-Importance-of-Communication-
in-the-Classroom_Capstone.pdf