IMPROVING SCIENCE CONCEPT RETENTION AMONG GRADE 8

STUDENTS THROUGH COLLABORATIVE LISTENING-VIEWING GUIDE

A Classroom-Based Action Research

Presented to

the Faculty of the College of Education

Eastern Visayas State University

Tacloban City

In Partial Fulfilment

of the Requirements for the Course

PROFED433: Participation and Teaching Assistantship

by:

KYLA JOYCE M. JAMIN

SHEINAH CAMILLE L. GUILLANO

WANDA GADUENA

RINALYN JUNTILA

APRIL ROSE LACANARIA

JANELLE LAR

RENZON KIM ELADRO

JOHN PAUL DUCDUCAN

December 2023
I. CONTEXT AND RATIONALE

One of the main causes of the performance of students in 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.
 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. 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 (Higgins, Huscroft-D'Angelo, & Crawford, 2019).

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. 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 may be use by the

teachers in teaching.

II. INNOVATION, INTERVENTION, AND STRATEGY

COLLABORATIVE LISTENING-VIEWING GUIDE

The cognitive learning strategy helps students learn from visual

information. The students will be given a collaborative listening-viewing guide

form as illustrated in Figure 1. This sheet will serve as the notebook of the

students for taking notes while watching the video presentation.

Before letting the students watch a video presentation, the teacher will

elicit the students’ background knowledge on the topic and make a semantic web

on the board of their responses. Then the teacher will instruct the class to write
down significant ideas, concepts, and phrases on the left-hand side of their sheet

while watching the video presentation. After viewing the video, students get into

their preassigned groups to elaborate on their individual notes. The students will

share what they learned from their group recollections by reorganizing the

information as a map, chart, or in outline form. Eventually, the students will work

in pairs to apply the information they learned by choosing a related work or

project to extend the lesson (Wood et.al., 2008)

Figure 1: Collaborative Listening-Viewing Guide Form

A fundamental goal of education is to promote enduring learning that

equips students with the skills and knowledge. Retention is one of the most

important learning processes that teachers should emphasize in order to help

students grasp concepts and develop their understanding of how and when to

apply them. However, students forget rapidly when concepts and skills are not

activated and applied after initial learning (Fisher & Radvansky, 2018).
 Listening has long been considered one of the communication process

together with speaking,reading, and writing, yet viewing is a relatively recent

addition to many curriculum guides and language arts models (Wood, 1990). The

integration of both listening and viewing in the teaching-learning process

increases the learning retention of students by 50% referring to the cone of

experiences by Edgar Dale that illustrates the concreteness levels of learning

experiences based on the medium. The use of motion pictures such as video

presentations may not create realistic experiences but they provide interesting

customization options to create a deliberate learning experience (Bariuad,

2022).

Teachers may say that they have already tried this learning strategy

because they have let students watch a video before or during the lesson proper

and elicit their understanding about the video. Yet this collaborative cognitive

learning requires more than just presenting a video and asking students about

their understanding about its content. It brings together double-entry notes,

collaboration, and reflection to help students process and think about

information.

Other students tend to have a hard time keeping up to the discussion

especially if the concepts are difficult and confusing for them to understand. This

leads to poor retention of the concepts being taught and low scores during

assessments. To counter this problem, the collaborative listening-viewing guide

was introduced. What one student misses or doesn’t understand, another

student may remember or clarify thus, students can learn more by working

together than working alone (Mind Shift, 2016).

The collaborative listening-viewing guide that calls for whole-class, small-

group, and individualized instruction and learning. This allow students to take

notes from information observed and heard rather than read. This concept can

be used in many different situations. Students can use this guide to receive,

record, and process the new content with the aid of their peers that helps foster

comprehension of visual and auditory texts. The researchers are motivated to

study and apply the Collaborative Listening-Viewing Guide in Marasbaras

National High School, Tacloban City for this School Year 2022-2023.

Collaborative Listening-Viewing Guide Procedures:

Step 1: Preview/Review. The teacher will elicit the students’ background

knowledge on the topic. This information can be organized on the board

in the form of a semantic map.

Step 2: Record. Instruct the class to write down significant ideas, concepts, and

phrases on the left-hand side of their paper. Students should be

instructed to be brief and use abbreviations as needed. Notes should be

recorded in sequential order.

Step 3: Elaborate. After viewing the video, have the students get into groups to

elaborate on their individual notes. Here, they can recall details extend

ideas, add personal anecdotes. Then they record this information on the

right hand side of their forms.

Step 4: Synthesize. Tell the students to contribute what they learned from from
 their group recollections and then record their responses on the board,

chart paper, or transparency. This information can then be reorganized

as a map, chart, or in outline form if appropriate.

Step 5: Extend. Students will work in pairs to apply the information they have

learned.

This study focuses on the effectiveness of Collaborative Listening-Viewing

Guide in improving the concept retention of Grade 8 students in Science subject.

The study was conducted at Marasbaras National High School. This study

adapted a questionnaire taken from the Self-learning Module of DepEd. The data

were collected through pretest and posttest. The researchers used t-test to find

the significant difference of the two means of the tests.

III. ACTION RESEARCH QUESTIONS

This action research sought to evaluate the use of Collaborative Listening-

Viewing Guide (CVLG) which is a cognitive learning strategy in teaching Science

to Grade 7 students in increasing concept retention.

Specifically, this study sought to answer the following questions:

1. What is the mean scores of the students instructed with Collaborative

Listening-Viewing Guide (Treatment Group) and Lecture method (Control

Group) in the Pretest?

 2. What is the mean scores of the students instructed with Collaborative

Listening-Viewing Guide (Treatment Group) and Lecture method (Control

Group) in the Posttest?

3. Based on the findings of the research, what action plan can be formulated

to improve Science concept retention?

IV. NULL HYPOTHESIS

1. There is no significant difference in the mean scores of the students instructed

with Collaborative Listening-Viewing Guide strategy and lecture method in the

pretest.

2. There is no significant difference in the mean scores of the students instructed

with Collaborative Listening-Viewing Guide strategy and lecture method in the

posttest

V. METHODOLOGY

Research Design

This research used a quasi-experimental, control group pretest-posttest

design to investigate this study. A quasi-experimental design is a research

method that uses a control group and an experimental group to test the effects of

an intervention or treatment (Master Class, 2022). Thomas (2023) added that

a quasi-experimental design aims to establish a cause-and-effect relationship

between an independent and dependent variable. The control group pretest-

posttest design is capable of providing evidence in support of cause-effect

relationships (Bielska, 2011).

In this study, the researchers considered two class sections—one section

for control group (lecture method) and other section for experimental group

(CLVG strategy). The researchers have chosen this design because the data are

gathered through pretest and posttest.

Research Respondents

The respondents of this research were the grade eight students of

Marasbaras National High School coming from the two sections namely Serenity

(control group) with 25 students and Harmony (experimental group) with 25

students.

Population and Sampling Technique

A quasi-experiment does not rely on random assignment. Instead,

subjects are assigned to groups based on non-random criteria (Thomas, 2023).

For this reason, the two class sections for this study were purposively selected.

The two sections Serenity and Harmony were also chosen based on the

homogeneity of the students as they belong in the same class.

In purposive sampling, researchers handpick the cases to be included in

the sample on the basis of their judgment of their typicality or possession of the

particular characteristics being sought. In this way, researchers build up a

sample that is satisfactory to their specific needs (Mudasir, 2014).

Research Locale

This study was conducted at Marasbaras National High School. The

school is located in Brgy. 81 Mango Lane, Marasbaras, Tacloban City.

Instrument of the Study

The researchers utilized an adapted 15-items pre- and posttest

questionnaires aligned with the Department of Education (DepEd) guidelines

from the self-learning modules based on the Most Essential Learning

Competencies (MELCs).

Data Gathering Procedure

The researchers seek permission to one of the cooperating teacher of

Marasbaras National High School to conduct a lecture method to one class

(Serenity) and another class (Harmony) with the use of the CLVG strategy.

After the approval, the researchers have made an adapted 15-items test

from the self-learning module and have it checked by the cooperating teacher.

The researchers then administered a pretest to the control group (Serenity) and

a posttest after the lecture method. As for the treatment group (Harmony), the

researchers also administered a pretest before the intervention and a posttest

after the said intervention.

The acquired responses from the questionnaires were tallied and

recorded accordingly using descriptive statistics, and t-test. The result was
analyzed, interpreted, and statistically computed to answer this study’s

questions.

Statistical Treatment of Data

The responses obtained from the respondents through the questionnaires

were collected and checked by the researchers thereafter. Utilizing the

necessary statistical analysis, the acquired data was then examined. The

statistical treatment of data used were:

Mean. This was used to get the mean scores of the pre- and post test of control

group and experimental group.

ƩM
M=
N

Where:

M = mean of the student’s score

ƩM = sum of the student’s score

N = total number of students

T-test Independent. This was used to identify the significant differences in the

student’s pre- and posttest from the two class sections namely Serenity (control

group) and Harmony (treatment group).

(x̄ 1 − x̄ 2 )
t=

√
2 2
s1 s2
+
n1 n 2

Where:
 x̄ 1= mean of first set of values

x̄ 2= mean of second set of values

2
s1= standard deviation of first set of values

2
s2= standard deviation of second set of values

n1 = total number of values in first set

n2 = total number of values in second set

VI. RESULTS AND DISCUSSION

This part includes the discussion of results and reflection of the study. The

problems are arranged in this section's data according to the Action Research

Questions. The obtained data for pretest and posttest were assessed and

analyzed following its delivery and conduct.

Problem 1. What is the mean scores of the students instructed with

Collaborative Listening-Viewing Guide (Treatment Group) and Lecture

method (Control Group) in the Pretest?

Table 1. Mean Scores of Pretest among students instructed with Lecture

method (Control Group) and Collaborative Listening-Viewing

Guide

strategy (Treatment Group)

Group N Mean SD Mean Difference

Collaborative Listening- 25 7.52 1.42

Viewing Guide Strategy

 (treatment) 0.04

Lecture method (control) 25 7.48 1.56

Table 1 shows the result of the pretest among the students instructed with

Collaborative Listening-Viewing Guide strategy and a lecture method. The

control group has a mean score of 7.52 and a standard deviation of 1.42 while

the treatment group has a mean score of 7.48 and a standard deviation of 1.56.

Comparing the two means from the group obtained a mean difference of 0.04.

Hypothesis 1

There is no significant difference in the mean scores of the students instructed

with Collaborative Listening-Viewing Guide strategy and lecture method in the

pretest.

Table 2. Test of significant difference in the Pretest between lecture

method and CVLG strategy

Group df T-stat Probability Decision Interpretation

value Value for null

hypothesis
Collaborative

Listening-

Viewing Guide

Strategy 48 -.095 .925 Accepted Not

(treatment) and Significant

Lecture method

(control)

As shown in the table, the testing of the hypothesis of the Pretest between

the two groups yielded a T-stat value of -.095 and probability value of .925 that

is higher than the 0.05 level of significance, which accepted the null hypothesis

and established no significant difference in the concept retention of the control

and treatment groups in the Pretest.

The findings showed that the result of the Pretest of the two groups,

control and treatment have no significant differences. This explains that the

concept retention between the two groups is at the same level without a

significant difference.

Problem 2. What is the mean scores of the students instructed with

Collaborative Listening-Viewing Guide (Treatment Group) and Lecture

method (Control Group) in the Posttest?

Table 3. Mean Scores of Posttest among students instructed with Lecture

 method (Control Group) and Collaborative Listening-Viewing

Guide

strategy (Treatment Group)

Group N Mean SD Mean Difference

Collaborative Listening- 25 9.72 2.23

Viewing Guide Strategy

(treatment) 1.92

Lecture method (control) 25 7.8 1.47

Table 3 shows the result of the posttest among the students instructed

with Collaborative Listening-Viewing Guide strategy and a lecture method. The

control group has a mean score of 7.8 and a standard deviation of 1.47 while the

treatment group has a mean score of 9.72 and a standard deviation of 2.23.

Comparing the two means from the group obtained a mean difference of 1.92.

Hypothesis 2

There is no significant difference in the mean scores of the students instructed

with Collaborative Listening-Viewing Guide strategy and lecture method in the

posttest.

Table 4. Test of significant difference in the Posttest between lecture

method and CVLG strategy

Group df T-stat Probability Decision Interpretation

value value for null

 hypothesis

Collaborative

Listening-Viewing

Guide Strategy

(treatment) and 48 -3.596 .000761 Reject Significant

Lecture method

(control)

As shown in the table, the testing of the hypothesis for the two groups

yielded a T-stat value of -3.596 and probability value of 0.0000761 that is lower

than the 0.05 level of significance, which rejected the null hypothesis and

established a significant difference in the Posttest results between lecture

method and CLVG strategy.

The above findings stressed that the results of the Posttest of control and

treatment groups have significant differences. This explains that the result is in

favored of students instructed with Collaborative Listening-Viewing Guide

strategy.

VII. CONCLUSION

The study proved that cognitive learning strategy facilitates students’

Science concept retention than the lecture method. The reason for this was that

learners exposed to cognitive learning strategy were able to retain the concepts if
listening and watching a video presentation were accompanied by note-taking

and then followed by note-collaboration with their classmates.

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