Development and Standardization of Pisa–Based Chemistry Questionnaire (PISA-BCQ) For Senior High School Learners

This study aimed to develop, validate, and implement a PISA-Based Chemistry Questionnaire (PISA-BCQ) to assess senior high school learners’ performance in General Chemistry and identify the least mastered competencies. Employing a descriptive-survey research design, the study involved learners from a public secondary school in Iligan City, Philippines. The research instrument consisted of a fifty (50)-item multiple-choice questionnaire aligned with the PISA Science Framework and DepEd’s Most Essential Learning Competencies (MELCs). The instrument underwent expert validation, pilot testing with 150 learners, and item analysis to establish its reliability, difficulty, and discrimination indices. Descriptive statistical tools such as mean, frequency, and percentage distribution were utilized to analyze learners’ performance, while Cronbach’s alpha was used to determine internal consistency. Results revealed that the PISA-BCQ exceeded expectations in all validation criteria and demonstrated acceptable reliability (α = 0.7407). Implementation findings indicated generally low levels of learner mastery, with 43% of learners failing to meet performance expectations and none achieving outstanding proficiency. Analysis of learners’ responses identified that Chemistry in Everyday Life is in Not Mastered Level, meanwhile Thermochemistry and Kinetics, Organic and Biochemistry, Nuclear Chemistry and Solutions, Acids, and Bases are the Least Mastered Level Competencies. These results highlight significant learning gaps, particularly in applying Chemistry concepts to real-life contexts and understanding abstract processes. The study concludes that the PISA-BCQ is a valid and reliable diagnostic assessment tool and recommends the integration of PISA-aligned, contextualized instructional strategies to improve learners’ chemistry performance and science literacy.