Fun Character Storytelling as a Bio Learning Hack

AUTHOR(S)

JOWEL C. PABLO, Ph.D. CRISTO MARK D. ANCHETA, Ph.D.

ABSTRACT

—— This study investigated the effectiveness of fun character storytelling as a learning hack in teaching Grade 9 Biology at Tyler High School. Specifically, it examined whether narrative-driven, character-based instruction could enhance student engagement, conceptual understanding, and academic performance compared to traditional teacher-centered methods. Using a quantitative experimental research design, the study employed a pre-test–post-test control group approach involving two intact class sections (N = 50). The experimental group received instruction through structured character storytelling strategies, including role-playing, storyboards, and guided narratives aligned with the Texas Essential Knowledge and Skills (TEKS), while the control group was taught using conventional lecture-based instruction. Data were collected through teacher-made pre-tests and post-tests focusing on Unit 10: Ecology. Statistical analyses, including paired samples t-tests and independent samples t-tests, revealed that while both groups demonstrated significant learning gains, the experimental group achieved significantly higher post-test scores than the control group (p < .05). The findings indicate that fun character storytelling is an effective instructional strategy for improving student achievement, engagement, and retention in Biology. Integrating narrative-based, character-driven instruction into secondary science classrooms may support diverse learners while maintaining curricular rigor and alignment with standardized assessment requirements. Keywords — Biology Instruction, Character Storytelling, Narrative-Based Learning, Student Engagement, Grade 9 Science, Experimental Research