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To investigate how science narratives affect learning in Grade 9 Chemistry, specifically on covalent bonding, the authors developed a science narrative fiction. Subsequently, this teacher-made narrative fiction (TMNF) was utilized in order to determine its influence on the achievement, retention and interest levels toward covalent bonding and toward Chemistry, in general. A quasi-experimental pre-test/post-test design was utilized. Results showed that the students exposure to the TMNF can increase levels of achievement, retention and interest in learning covalent bonding and towards Chemistry. They also showed that students have a positive perception toward TMNF. It can be concluded that students can benefit from being exposed to TMNF along achievement, retention, and interest levels; and that, the positive perception of the students is indicative of their enthusiasm towards the use of it. TMNF may be adapted in the classroom together with expository texts and other relevant teaching-learning strategies. School heads and administrators may empower science teachers to create their own narratives by providing an avenue for professional development in line with narrative writing which can lead to the creation of a shared resource for the teaching-learning community.
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