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NISMED conducts research related to the development of teaching and learning materials and professional development programs... More »



NISMED partners with DepEd, DOST, and other educational agencies in the conduct of research and professional development programs as well as in the development of curriculum materials for teachers and learners... More »



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UP NISMED publishes two online chemistry curriculum materials

The chemistry curriculum materials available online: Self-Learning Module
in Chemistry (Grade 11/12): Molecular Polarity (left), and The Teaching of
Molecular Polarity and Intermolecular Forces of Attraction (right).

As a response to the need for more online educational resources in this time of pandemic, UP NISMED is pleased to publish a self-learning module for senior high school (G11/12) students. This Self-Learning Module in Chemistry (Grade 11/12): Molecular Polarity was developed for students while they study at home. This module is based on the Core Physical Science Curriculum for Grades 11/12 and the STEM General Chemistry 1 Curriculum for Grade 11 of the Department of Education.  It consists of key parts with corresponding icons and descriptions, and their suggested time allotments.  These are meant to guide the students in their self-learning. To encourage the students further, the module also includes teacher-guides – these emphasize portions of the module via pop-out messages.

Also made available online is the 2019-launched material for teachers, The Teaching of Molecular Polarity and Intermolecular Forces of Attraction. Designed primarily for senior high school physical science teachers, it contains lessons that are based on the Core Physical Science Curriculum for Grades 11 and 12 of the Department of Education.  This instructional material is intended to serve as a rich source of inquiry-based lessons on two topics, Molecular Polarity and Intermolecular Forces of Attraction (IMFA). It presents connections between the concrete (macroscopic) and the abstract (sub-microscopic) aspects of molecular polarity and IMFA. It also includes tips on how teachers can provide opportunities for students to think deeper and understand the concepts at the macroscopic and sub-microscopic levels. At the end of each lesson, it is hoped that the all-important bridge between the concrete and the abstract concepts in chemistry is strongly established in the students.

These two chemistry curriculum materials may be accessed for free upon registration via this link,

Please watch out for the announcement on the availability of the supplementary video for the Self-Learning Module in Chemistry (Grade 11/12):  Molecular Polarity.  Kindly follow us on our website at

Also watch out for the Grade 9 Self-Learning Module: Ionic and Covalent Bonding! Coming very soon!  Stay excited!

Senior High School Students’ Readiness to Learn College Chemistry

The research team discussed the results of the Rasch modelling
of the readiness test in chemistry. 
From the right: Dr. Dennis Danipog (Project team leader),
Dr. Nona Marlene Ferido, Prof. Rachel Patricia Ramirez, and Mr. Joel Ballesteros.

The High School Chemistry (HSC) Group of UP NISMED successfully completed the implementation of a research project titled Assessing Senior High School Students’ Readiness to Learn College Chemistry on June 2019. This one-year research project was funded by the UP Diliman Office of the Vice Chancellor for Research and Development (OVCRD) through its Outright Research Grant Scheme.

The research was conducted in response to the implementation of the senior high school (SHS) program across the country. In school year 2016-2017, the Department of Education started to implement the SHS program for Grade 11. The readiness of the SHS students for tertiary education, particularly those who chose to be in the Academic Track is not yet known. With this, there is a need to assess SHS students’ knowledge and skills necessary for tertiary education. It is with this reason why this research was conceptualized and implemented by the HSC group. The primary objective of this research was to determine the readiness of SHS students under the Academic Track Science, Technology, Engineering, and Mathematics (STEM) strand to engage with concepts and skills taught in the general chemistry course in college. Specifically, it assessed Grade 11 students’ knowledge and skills on prerequisites, precursors, and selected chemistry concepts needed to engage with general college chemistry courses.

In this research, an exemplar 60-item readiness test in chemistry was developed by the researchers to determine whether the entry conceptual knowledge and skills of Grade 11 STEM students are sufficient to engage in general college chemistry curriculum and to assess their knowledge of prerequisite concepts on essential and selected topics in chemistry. This psychometrically sound test was developed using the principles of Rasch one parameter simple logistic model. The items in the test were found to fit the model, showing that they measure the same construct and that the spread of the items was appropriate for the sample students. The readiness test in chemistry was administered to 458 Grade 11 STEM students in seven public secondary schools in Quezon City and Marikina City and in the UP Integrated School. The test data collected were analysed using the Rasch modelling via ConQuest generalized item response modeling software and student ability estimates were produced.

Based on the results of the Rasch analysis of the readiness test data, a learning progression in chemistry was developed. Based on this progression, the percentage of students who are ready or not ready to learn general chemistry in college was determined. In the development of learning progression, the 60-item readiness test conceptually and empirically separates into four levels (A through D) based on the results of the Rasch analysis. Each level contains descriptions of the concepts and skills in chemistry. The order of level descriptions is from easiest (Level A) to most difficult (Level D). The students assigned to each level via the analysis were considered “ready to learn” the concepts and skills associated with that level. Only 12% of sample students were ready to learn the conceptual knowledge and skills required by the general chemistry curriculum in college, which is described at level D. This indicates that a large number of SHS students involved in this study (88%) is struggling with the necessary concepts and skills in learning general college chemistry. With this, the researchers of this project argued that most SHS STEM students have no sufficient prior knowledge and skills for studying general college chemistry. To address this alarming result, the HSC group already planned to develop a college readiness instructional material in chemistry for SHS students to help them become ready for learning general chemistry course in college.

Dr. Dennis Danipog led the implementation of this research project in collaboration with Dr Nona Marlene Ferido (retired NISMED staff), Prof. Rachel Patricia Ramirez (UPIS faculty), and Mr. Joel Ballesteros (former NISMED staff).

NISMED’s Lesson Study Program bags prestigious Gawad Tsanselor

The Gawad Tsanselor medallion, trophy, and cash prize for the LSP were received by
Dr. Erlina Ronda (3rd from left), NISMED Deputy Director for Research and Extension,
Director Aida Yap (2nd from left), and former Director Soledad Ulep (extreme left)
from the Chancellor Michael Tan (2nd from right).

The Lesson Study Program (LSP) of NISMED received the prestigious Gawad Tsanselor Para sa Natatanging Programang Pang-Ekstensiyon on 21 June 2019 at the Institute of Biology, UP Diliman. During the awarding ceremony, the Gawad Tsanselor Search Committee, chaired by Vice Chancellor Fidel Nemenzo, recognized the substantive and significant contributions of the LSP in creating opportunities for Filipino teachers to acquire knowledge and develop capabilities in science and mathematics teaching by introducing teachers to a new professional learning model where these acquisition and development are embedded and sustained within a community of practice.

The direct beneficiaries of the LSP are the classroom teachers from elementary and secondary schools in different parts of the Philippines. Since its formal launching in 2006 through the NISMED’s Collaborative Lesson Research and Development (CLRD) Project, 57 schools and universities and 557 teachers have benefited from this program. In the last three years, a total of 48 schools and 193 teachers benefited from the program. These schools are located in different regions of the Philippines – National Capital Region, Regions I, II, III, V, VI, and X.

The LSP exposed classroom teachers to science and mathematics teaching that are advocated by NISMED (Teaching science through inquiry and Teaching mathematics through problem solving) before teachers are initiated to lesson study. Lesson study (LS) is a classroom-based professional learning activity of teachers collaborating to design a lesson to address a particular long-term goal for their learners. The lesson is called a research lesson because it involves systematic planning, implementation, and analysis not only in relation to student learning but also in relation to their own learning as teachers. Depending on the result of the first implementation and the ensuing discussion, another teacher in the team may re-implement the lesson in her class.

The LSP contributed also to the research mandate of the University through the use of data collected by NISMED staff to produce and publish research outputs. To date, the publications produced by NISMED through the LSP include three books (Lesson Study Book 1, Lesson Study Book 2, and Lesson Study Guidebook), nine articles in international refereed journals, and 60 conference papers. These publications documented the actual experiences of NISMED staff and collaborating teachers in the implementation of lesson study, the challenges in teaching science and mathematics that were addressed through lesson study, and the processes and stages of implementing lessons in schools.