Context and Rationale

One of the main causes of the low biology performance of students in Nigeria's senior

secondary schools has been shown to be the poor teaching strategies used by teachers (Ahmed &

Abimbola, 2011; Kareem, 2003; Umar, 2011). The traditional classroom approach to teaching

involves the teacher giving lectures and giving out directions. This teacher-centered approach

places a strong emphasis on learning through constant direction from the teacher. It is required of

students to pay attention in class and take notes. Rather than allowing students to participate, ask

questions, or ensure that they fully comprehend the material, teachers tend to talk at the students.

The majority of classroom instruction is rote learning, when pupils rely solely on memorization

without gaining a thorough grasp of the material. merely passing the assessments, which include

matching, description and other foms of indicators, is all that matters to complete the curriculum

(Adegoke, 2011; Umar, 2011).

According to (Kay, 2012; Otrel-Cass et al., 2012), several writers have looked into using

videos to aid in science instruction. Specifically, video-worked examples have been emphasized

as a useful tool that gives students an overall framework for a problem-solving exercise. Video-

worked examples (henceforth, "video-worked examples," "video examples," or "videos") are

used in inquiry environments to give step-by-step expert guidance on how to finish an inquiry

task. Using a variety of visual aids, video examples show viewers how to execute the science

skills and provide the justification for each one's selection and application. These films also aim

to highlight the open-ended nature of scientific research in order to highlight how complex these

studies are and an iterative framework (Kant et al., 2017; Mulder et al., 2014). The illustrations,

justifications, and examples can help beginners in particular, as they can better concentrate on the

necessary steps, as demonstrated in the video examples. to resolve a scientific investigation

approach, they grow increasingly independent and proactive during the course of the inquiry and

are able to address progressively intricate investigation tasks (Kruit et al., 2018).

(Mayer, 2014) explained why learning with digital tools can be advantageous using the

three underlying assumptions of the cognitive theory of multimedia learning: the dual-channel

assumption states that learners can organize information into two distinct cognitive structures,

the visual and the auditory channel. The second premise is that one channel can only process

information to a limited extent. To avoid a cognitive overload, it is therefore advantageous for

learning settings to promote the engagement of both the visual and aural channels. This can be

achieved, for instance, by combining written texts or visual images with spoken texts or sound

visuals. The third premise holds that in order for students to understand new material, they must

actively interact with the learning materials (Mayer, 2014). This can be achieved, for instance, by

combining written texts or visual images with spoken texts or sound visuals. The third premise

holds that in order for students to understand new material, they must actively interact with the

learning materials (Mayer, 2014). Utilizing interactive learning environments, where students

may actively and directly impact their own learning processes, makes this possible. (Moreno &

Mayer, 2007, p. 310) states that "responsiveness to the learner's action during learning is the

defining feature of interactivity.

An increasing corpus of study has been conducted recently on the use of digital tools in

educational contexts (e.g., Steenbergen-Hu & Cooper, 2013; Ma, Adesope, Nesbit, & Liu, 2014;

Cheung & Slavin, 2013). Several research looked at how using digital technologies affected

pupils' academic performance. But the media dispute (Clark, 1994; Kozma, 1994) bolstered the

claim that learning results may not be solely dependent on the medium. Contextual elements—
like educators' opinions about digital media for instruction and learning or certain elements of

digital tools' instructional design—became more prominent as a result. For example, the views of

eighth-grade instructors in twelve different nations about digital tools were inquired of them in

the International Computer and Information Literacy Study (ICILS) (Fraillon, Ainley, Schulz,

Friedman, & Duckworth, 2019, p. 183). According to the ICILS survey, 87% of teachers in the

participating nations believe that ICT helps students work at a level that is appropriate for their

learning needs, and 78% believe that ICT improves student collaboration. Furthermore,

according to Fraillon et al. (2019, p. 184), 91% of educators concurred with the claim that

information and communications technology (ICT) encourages pupils to become more interested

in studying. Nonetheless, according to at least 23% of the participating teachers, ICT additionally

impedes students' ability to construct concepts, and 37% claim that it diverts students' attention

from their studies (Fraillon et al., 2019, p. 185).

It is reasonable to assume that different interactive digital tool types will have different

effects on students' learning because they differ in the characteristics they offer for instructional

design. As a result, studies on the efficiency of digital tools in education should concentrate more

intently on specific tool categories (e.g., Higgins, Huscroft-D'Angelo, & Crawford, 2019). In line

with Nattland & Kerres' 2009 characterization, we group digital tools into five categories—drill

and practice programs, tutoring systems, intelligent tutoring systems, simulations, and

hypermedia systems—each of which has a unique set of instructional design features and is

frequently used in educational settings. Collaborative learning is a widely recognized

pedagogical style to instruction that entails group work assignments, problem-solving, and

project work or to complete a task. The importance of collaborative learning is underlined by the

theory that learning is ‘a social act’ that learners should work in a group and talk (Gerlach, 1994).
In the 21st century learning, working in groups will help students to build collaborative skills,

which are very important to be possessed by every member of the society.

The application of scientific language is similarly underemphasized in the Malaysian

setting. Secondary school science teachers believe there is not enough time to finish the

curriculum and appear to place more emphasis on students memorizing scientific knowledge

(Ling 2002). This is also evident in the technology tools that are employed in science education,

where scientific facts and concepts are primarily taught through interactive multimedia

courseware (Kumar et al. 2008; Ministry of Education (MOE) 2012).

The effective teaching and learning of sciences will also benefit from the use of

technology as a medium of instruction. The use of collaborative listening watching guides can

improve pupils' abilities. It will also be of tremendous use to teachers in efficiently teaching their

subject to their pupils. As education and learning continue to improve, it will also benefit the

community by creating more young professionals.

According to (Lynch, 2019; Cross, 2015) teachers should closely monitor the changes in

teaching methods related to listening comprehension, 2015) as necessary for improving the

practices. The precise tactics and abilities that must be developed must be determined and

defined by the teacher. The instructor then has to get the information and abilities needed to start

teaching listening strategies. To promote learner-centered listening instruction, Self-Access

Center (SAC) tasks must be put up. Many teachers continue to teach in a traditional manner,

despite the fact that autonomous learning is encouraged. Many people just have a cursory

understanding of how to teach listening skills using a learner-centered approach. Many teachers

continue to teach in a traditional manner, despite the fact that autonomous learning is

encouraged. Many people just have a cursory understanding of how to teach listening skills using
a learner-centered approach. Guan (2015) asserts that educators are powerless to alter their

pedagogy and must stick to established methods. To help students become better listeners, the

teacher lays out the procedures for directing and organizing their individual or group listening

(Cross, 2015; Lynch, 2009).

Speaking, reading, and writing are the three SLA skills that have historically been

accorded more weight than listening. Nunan (1997) referred to listening as a "Cinderella Skill,"

since Cinderella in the traditional narrative was a passive listener and lacked a voice. Nowadays,

a lot of students lack listening comprehension abilities and respond passively when they are

heard (Nunan, 1997, as cited in Talebinejad & Akhgar, 2015). Nonetheless, studies have revealed

that students' mastery of the other three language abilities is becoming more and more dependent

on their listening comprehension (Bozorgian 2012; Talebinejad & Akhgar, 2015).

There is a need for more exploratory implementation studies to investigate the potential

of different instructional models which encourage the use of the language of science for

interaction and collaboration. There does not seem to be many studies focusing on instructional

designs and strategies for collaborative teaching and learning sciences.

A lot of studies has been conducted about teaching and learning sciences yet there is no

existing study focusing on how to effectively use collaborative listening- viewing guide in

teaching and learning. The researchers choose the Marasbaras National High School as their

research locale and chooses the Grade 8 students to be the respondents of the study. They both

use the traditional method of teaching and with the use of collaborative listening-viewing guide

as their intervention. Collaborative listening-viewing guide aims to improve the students science

concept retention. Thus, Collaborative Listening Viewing Guide will serve as a teaching

approach/strategy that can be use for teachers in teaching.