Research in Education I

Module I
The Nature of Educational Research

ALMA SONIA Q. SANCHEZ-DANDAY

Content Writer

Module 1: The Nature of Educational Research 1

 Research in Education I

Module 1: The Nature of Educational Research

This module is intended as a supplementary learning material for the discussions given in
the first chapter of the book Research in Education: Evidence-Based Inquiry (7th Edition) by James
McMillan and Sally Schumacher published in 2014 by Pearson Education Limited.

All rights reserved.

Aside from the fair use exceptions to copyright for the purpose of research
or private study, no part of this material may be used, reproduced, or transmitted,
in any form or by any means without prior written permission from the authors.

The use of trademarks, pictures, and images herein does not vest ownership
in the authors and does not imply any affiliation with or endorsement thereof.
Specific module content and discussion lifted from other sources are used following
the principles of the Fair Use Doctrine.

Philippine Copyright 2020

by
Billy A. Danday and Alma Sonia Q. Sanchez-Danday

Introduction

What is research? Why should I conduct research? Where should I start? These may be
some of the questions you are asking now. “Research” may seem overwhelming for you at this
point but having a good grasp of the research process and principles will eventually calm your
worries.

Research is a process of asking and answering questions. It is a scientific inquiry with the
ultimate goal of pursuing knowledge. Albert Szent-Gyorgyi once said that “Research is to see
what everybody else has seen, and to think what nobody else has thought.” It is the best and
most reliable way to understand the varied issues that we are facing.

Research is likewise linked to problem-solving. Educational research has always been a

valuable source of information sought in addressing problems. Educators bank on educational
research in trying to understand issues and processes before making professional decisions
affecting the students, parents, teachers, and the community at large.

As a student, a firm and clear understanding of what research is will sharpen you to have
a detailed analysis of things and will equip you with an understanding of situations and what needs
to be done. Your research knowledge will help you to become aware and to be proactive in
responding. This awareness will eventually lead you to success.

This module intends to introduce young aspiring educators like you to the world of
research. It aims to develop an appreciation for the pursuit of knowledge amongst the students
and to assist you in the process of seeking answers and solutions challenging our education
system nowadays. Practical guidelines and principles are also emphasized with varied matrix and
flow charts to guide you.

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Learning Outcomes

With the use of this module, you should be able to:

1. write your definition of research and educational research;

2. cite and explain the different roles of research in educational improvement;
3. point out the characteristics of research as espoused in a study;
4. illustrate and explain the steps in conducting research;
5. visually represent the similarities and differences between quantitative, qualitative, and
mixed-method research approaches using a Venn diagram;
6. make a comparison chart of the research functions; and
7. identify the ethical and legal constraints of a research plan.

Now, let us begin our journey…

Your Initial Task

Read Me!

Read the discussion under Chapter 1: Introduction to Evidence-Based Inquiry found on

pages 9-26 of the book Research in Education: Evidence-Based Inquiry (7th Edition) by James
McMillan and Sally Schumacher.

Look Me Up!

Find the meaning of the following key terms which you will encounter in this module.

Key terms Definition

research
educational research
quantitative
qualitative
mixed-method
basic research
applied research
evaluation research
action research
theory
empirical
data

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Let’s Engage!

What is research?

Research is the systematic process of collecting and logically analyzing data to investigate
a problem or question (McMillan & Schumacher, 2014). It is both a systematic and scientific
inquiry intended to uncover new and interesting facts. The systematic process of collecting and
analyzing data related to the field of education is what we call education research. Education
research may include various aspects of education such as teaching and learning, student
performance, teaching strategies and pedagogies, classroom management, and the like.

Research methods or methodology refer to the systematic and purposeful way in which
one collects and analyzes data. These are the tools and techniques in doing research (Walliman,
2017). This may also refer to the design employed by the researcher gathering and analyzing
data to investigate a problem.

Task 1

Directions: Do the following tasks below. Write your answers in the space provided.

1. Choose a topic of interest.

2. Write about five questions relating to the topic.
3. Explain how each question can be answered.
4. Identify the proof or pieces of evidence needed to come up with a credible answer.

Topic: __________________________________________________________

Questions: 1. _______________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

4. _________________________________________________________

5. _________________________________________________________

Process: 1. _______________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

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4. _________________________________________________________

5. _________________________________________________________

Evidence: 1. _______________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

4. _________________________________________________________

5. _________________________________________________________

Q1. Can the process of answering your identified questions be considered research?
Why or why not?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Q2. In your own understanding, what then is research? What about educational
research?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Characteristics of educational research

These are the characteristics common to many types of education research:

Objectivity. Educational research should not be influenced by personal emotions and

prejudices. An unbiased, reasonable interpretation should be made from the data gathered. the
data collection and analysis procedures should be thoroughly described to control biases.

Precision. Educational research uses technical language to communicate with accuracy.

Precise language used will avoid errors and will help replicate the study and interpret results
accurately.

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Verification. The results of educational research can be confirmed or revised in another

research. Research results can be verified in different ways depending on the purpose and type
of study. A replication of a quantitative study may be done to verify results such as the conduct of
a subsequent study to further test its theory. Interpretations in a qualitative study may be extended
to other research of similar situations for revision or verification.

Parsimonious explanation. Educational research aims to explain complex realities to

simple explanations. The principle of using the simplest explanation with economy of words is
adhered to.

Empiricism. Educational research is guided by evidence rather than by opinions or

authorities. Logical interpretations are made after sufficient data, information, or evidence is
gathered through systematic research methods. These data or evidence could range from test
scores to field notes and interview records.

Logical reasoning. Inductive and deductive reasoning can be used in educational

research. An argument may start from specific statements to a summary generalization (inductive)
or may jump to the general statement before proceeding to the specific conclusion (deductive).
Educational researchers draw rational conclusions based on facts.

Skepticism. Educational researchers should cultivate a skeptical and critical perspective.

This doubting attitude will help control biases and minimize research weaknesses that will
eventually affect the results and conclusions. Researchers should not easily believe or accept
things as they are and should learn to question and verify the steps undertaken and the
interpretations made.

Q3. What roles do research play in educational improvement?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Task 2

Directions: Look for the article Literacy instruction in the mother tongue: The case of
pupils using mixed vocabularies (Sanchez, 2013) at https://scholar.google.com/. Read the article
carefully and explain whether the characteristics of educational research are exhibited in the
study.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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The research process

The steps in conducting research should be thought of as a chain. Each one contributes
to the credibility and usefulness of the study.

Research starts with the identification of a problem or issue which warrants answers. This
may include problems with student performance, obstacles to a certain class program or strategy,
or any obstacle in our education system. A review of literature follows where other relevant
research on the same topic is analyzed to get a holistic view of the issue at hand. A research
hypothesis or question is then formulated. The hypothesis refers to the expected or anticipated
result of the study. Next, the most appropriate method which will provide the best answer to the
question and which will be adequate to test the hypothesis is designed. Generally, the
methodology includes the process and measures used in gathering data, the description of the
subjects, and the nature of intervention, if so needed.

After gathering the data, analysis, interpretation, and discussion of results are done.
Aspects of the study design and the literature reviewed beforehand are then integrated to explain
or argue about the meaning and implication of the result. Lastly, conclusions are drawn based on
the answers to the research questions, the discussion of the result, and the literature. The
limitations of the study are likewise discussed.

These research steps are followed using a reflective inquiry mindset to lead to credible
conclusions. All parts should come together to make a thorough and trustworthy study.

Figure 1.1 below shows in more detail the research process.

Figure 1.1: The Research Process (McMillan & Schumacher, 2014, p. 19)

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Task 3

Directions: Simplify the research process suggested by McMillan and Schumacher (2014)
into five steps. What would these steps be? Explain what each step involves.

Steps Details
Step 1: _______________________

Step 2: _______________________

Step 3: _______________________

Step 4: _______________________

Step 5: _______________________

Quantitative, qualitative, and mixed-method research approaches

The terms “quantitative” and “qualitative” can be defined in two ways. First, it is about how
a person understands the world and what the ultimate purpose of the research study is. Second,
it is about how data collection and analysis are done. The latter definition includes the distinction
in the types of generalizations and representation derived from the data.

On the other hand, a “mixed method” research is a combination of the characteristics of

both quantitative and qualitative approaches. In this mix, the characteristic of one approach may
be emphasized more than the other.

The difference between quantitative and qualitative research methods lies in their
assumptions about the world, the research purpose, research methods, prototypical studies, the
researcher’s role, and the importance of context in the study (Denzin & Lincoln, 2000; McMillan
& Schumacher (2014). However, these distinctions are not absolute when one conducts research
or reads a completed study. These differences are aptly discussed by the authors below.

1. Assumptions about the world- Quantitative research is based on

some form of positivism, which assumes that there are stable, social facts with a
single reality, separated from the feelings and beliefs of individuals. Qualitative
research is based more on constructionism, which assumes that multiple realities

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are socially constructed through individual and collective perceptions or views of

the same situation.

2. Research purpose- Quantitative research seeks to establish

relationships and explain causes of changes in measured outcomes. Qualitative
research is more concerned with understanding the social phenomenon from the
participants’ perspectives. This often occurs through the researcher’s participation
to some degree in the lives of those persons.

3. Research methods and process- In quantitative studies, there is an

established set of procedures and steps that guide the researcher. In qualitative
studies, there is greater flexibility in both the strategies and the research process.
Typically, qualitative researchers use an emergent design and revise decisions
about the data collection strategies during the study. In contrast, quantitative
researchers choose methods as part of a pre-established design, determined
before data collection.

4. Prototypical studies- The quantitative researcher usually employs

experimental or correlational designs to reduce error, bias, and the influence of
extraneous variables. The prototypical qualitative study of ongoing events is an
ethnography which helps readers understand the multiple perspectives of the
social scene or system by the persons studied. Whereas quantitative research
seeks to control for bias through design, qualitative research seeks to take into
account subjectivity in data analysis and interpretation.

5. Researcher role- The ideal quantitative researcher is detached from the

study to avoid bias. The qualitative researcher becomes immersed in the situation
and the phenomenon being studied. For example, qualitative researchers may
assume interactive social roles in which they record observations and interviews
with participants in a range of contexts. Qualitative scholars emphasize the
importance of data collected by a skilled, prepared person in contrast to an
instrument. Qualitative research is noted for “disciplined subjectivity” (Erickson,
1973) and “reflexivity” (Mason, 1996), that is, critical self-examination of the
researcher’s role throughout the entire research process.

6. Importance of the context in the study- Most quantitative research

attempts to establish universal, context-free generalizations. The qualitative
researcher believes that human actions are strongly influenced by the settings in
which they occur. The researcher cannot understand human behavior without
understanding the framework within which subjects interpret their thoughts,
feelings, and actions. This framework or context is noted by the qualitative
researcher during data collection and analysis. Qualitative research develops
context-bound summaries (McMillan & Schumacher, 2014).

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Task 4

Directions: Illustrate the similarities and differences between quantitative, qualitative,

and mixed-method research approaches using a Venn diagram.

Quantitave
Approach

Qualitative Mixed Method

Approach Approach

The functions of research: basic, applied, evaluation, and action

There are four major research functions or purposes: basic, applied, evaluation, and
action. Knowing these functions will help in evaluating research designs, analyses, and
conclusions.

Basic Research. This is sometimes called pure or fundamental research. Basic research
aims to know and explain a phenomenon through the testing of specific theories that provide
broad generalizations. It is not designed to solve social problems although it can eventually
influence how people think and perceive a phenomenon. A theory is what predicts and explains
a natural phenomenon that may or may not have empirical support. An example would be a study
on the basic theories of human memory.

Applied Research. This study is field-oriented and is concerned with the application and
development of research-based knowledge in that particular field. As opposed to basic research,
applied research aims to provide solutions to general problems. Applied research in education
usually focuses on giving solutions to problems integral to making decisions to improve practice
in the field, hence, with a more immediate impact than basic research. It has become dominant
in education studies nowadays with an indirect influence on how practitioners think and perceive
a common problem. In the given example above, an applied study could be done by testing the
basic theories of human memory found through basic research to discern how to improve student
retention of lessons.

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Evaluation Research. This focuses on a particular practice (program, product, process)

at a given site. It aims to determine whether the practice works or not and whether it is worth the
costs of development and implementation. Assessments are done to check whether there is a
change as a result of the program or project. An example would be an evaluation research to
determine whether the Mother Tongue-Based Multilingual Education Program of the government
has met its objectives or what it has been intended for.

Action Research. This focuses on finding a solution to common problems or everyday

concerns in a particular classroom or school. Results tend to be localized as it applies only to the
specific site affected. Action research may be done by a teacher individually or collaboratively
focusing on the processes and outcomes of a change or a new strategy. Rigorous research
control is not essential and both quantitative and qualitative methods may be utilized in the study.
An example would be an action research by the class adviser to determine whether “time-out” as
a classroom management technique works for his/her unruly grade one pupils.
.

Task 5

Directions: Study the features of the four research functions: basic, applied, evaluation,
and action. Design your own comparison chart of the research functions in the box provided.

Limitations of educational research

These are deemed to be the limitations and constraints of educational research:

Legal and ethical considerations. It is the ethical responsibility of the researcher to

protect the rights and welfare of the research subjects. Several laws have been placed to protect
the participants from certain abuses or impositions such as laws protecting their privacy and
confidentiality of data. One way of doing so is through the utilization of an informed consent form

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(ICF) obtained from the students, parents, and other research subjects informing them about the
study and signifying their willingness and extent of participation.

Public institutions. Education, as a public concern, is largely influenced by the external

environment. Several educational reforms have been made which caused instability in the
curriculum and standards. The ultimate effects of these reforms may not be known as they often
occur several years later outside the education setting. The principle requiring subjects to be
made aware of the study somehow influences the type of research questions investigated.
Research topics need to be reviewed as they may be too controversial or too divisive for a
particular community or institution.

Program variability. Another constraint is the wide variety of programs offered in our
education system. Research studies must aptly discuss and specify the local and national
conditions under which the findings were produced.

Diversity. The Philippines is a multilingual and multicultural country and along with it
comes differences in academic preparation. The parents’ education and socioeconomic status
may affect a learner’s academic success. It is important to understand how cultural differences
affect learning in a diverse classroom. Linguistic and sociocultural contexts need to be examined
for a careful demarcation on the extent or limits of making a scientific generalization.

Complexity of research problems. Stakeholders of an educational institution are

affected by a wide range of influences and process ideas differently. These complexities of
individual differences are shown in most educational research. Hence, the researcher is incited
to deal with many variables in one study. Moreover, social scientists believe that a meaningful
study of an individual should include both individual and situational characteristics. Apart from
individual differences, the educational researcher must also deal with a myriad of situational
elements.

Methodological difficulties. Valid and reliable forms of measurement need to be

developed to make educational research possible. Conceptual definitions need to be formulated
and issues on validity need to be answered to measure complex human characteristics, as well
as thinking and problem-solving skills. Qualitative research also faces methodological difficulties
like in addressing the reflexive research role or in presenting an unambiguous data analysis
technique especially to persons with conventional viewpoints criticizing qualitative research for
lack of reliability and generalizability.

Task 6

Directions: Look for the article When Kids Hurt Other Kids: Bullying in Philippine
Schools (Sanapo, 2017) at https://scholar.google.com/. Read the article carefully and answer
the questions that follow.

Q4. What were the ethical and legal constraints in conducting the study?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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Q5. Which of the six limitations of educational research are depicted in this study?
Explain your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Q6. How were these limitations and constraints addressed in and by the study?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Let’s Probe and Explore!

Task 7

Directions: Read the research results enumerated below and classify each one
according to its use. You may have several answers per item. Write only the letter of your
answer on the space provided.

These are the different ways how research results can be used.

A. to influence the way the reader thinks about or perceives a problem

B. to generate decision making that leads to action
C. to generate a new research question or problem

Research Results Answer

1. A teacher reads a research study reporting that children from broken homes
are more likely to exhibit deviant behavior in school than are children from intact
homes
2. A study reports that a test measuring reading comprehension in grades 1
through 4 has been validated on students in grades 1 and 2 but not those in
grades 3 and 4.
3. An educational historian notes that a well-known study of the organization of
public schools from 1900 to 1950 stops short of the 1954 Supreme Court ruling
on “separate but equal” education
4. Upon reading the results of a survey of the parents of his pupils, a principal
realizes that the parents do not understand the new report card and the grading
system.
5. A curriculum developer field tests a pilot module to help adult basic education
teachers teach a reading strategy. The results of a study of a representative
sample of the teachers in the state suggest that the module should be revised to
include a rationale for the strategy, a clear specification of the type of student who
would benefit from the strategy, and alternative techniques to respond to student
difficulties.

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6. Previous research indicates that school systems have been tightly structured
organizations with hierarchical authority. A professor of school administration
recalls that several superintendents and principals have seen many elements of
autonomous behavior by principals and teachers at the school level, even though
no empirical studies have reported this finding.

N.B. Parts of the content used in this Chapter were lifted from the book Research in Education: Evidence-Based
Inquiry (7th Edition) by McMillan and Schumacher (2014).

Task 8

Directions: Read again the article Literacy instruction in the mother tongue: The case of
pupils using mixed vocabularies (Sanchez, 2013) at https://scholar.google.com/. Explain and
streamline the research process in five steps.

Step 1: ______________________________________________________________
______________________________________________________________
Step 2: ______________________________________________________________
______________________________________________________________
Step 3: ______________________________________________________________
______________________________________________________________
Step 4: ______________________________________________________________
______________________________________________________________
Step 5: ______________________________________________________________
______________________________________________________________

Task 9

Directions: Below are titles of research articles. Identify whether the study made use of
a quantitative or qualitative approach. Write your answers and justification in the space provided.

Research Article Approach Justification

1. Exploring mobile game addiction,
cyberbullying, and its effects on academic
performance among tertiary students in one
university in the Philippines
2. Active vs. Passive Microteaching Lesson
Study: Effects on Pre-service Teachers'
Technological Pedagogical Content Knowledge
3. How Well-Protected are Teachers in School?

4. What it Feels Like to Introduce Your Mother:

The Preservice Teachers’ Perspectives

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5. Education Law Literacy of Administrators in

State Universities and Colleges

Task 10

Directions: Answer concisely the questions given below.

Q7. What is the relationship between technology and research accessibility?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Q8. How will your knowledge in educational research help you as a student?
as a professional teacher?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Let’s Digest and Remember!

These are the key points under Module 1.

 Research is both a systematic and scientific inquiry.

 Educational research focuses on knowledge about educational theories and practices
rather than on universal knowledge
 The different characteristics of educational research can be summed up as follows:

Table 1.1: Characteristics of Educational Research (McMillan & Schumacher, 2014, p. 17)

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 Research simply involves five sequential steps:

The researcher formulates specific, concise research questions or statements

and then decide for an appropriate method to gather data. Interpretation follows once
results are in from the method implemented. Finally, conclusions are drawn to answer
the research question.

 The terms “quantitative” and “qualitative” pertain to the different approaches to research.
A combination of quantitative and qualitative designs makes up a mixed-method study.

The table below aptly shows the difference between quantitative and qualitative
approaches.

Table 1.2: Research Approaches (McMillan & Schumacher, 2014, p. 20)

 The four major functions of research are basic, applied, evaluation, and action.
 Basic research generates knowledge and tests or refines theories. A theory predicts and
explains generalizable findings.
 Applied research is field and application-oriented.
 Evaluation research determines the merit and worth of a practice.
 Action research is what is used by practitioners to address a specific problem or issue.
 Educational research is limited by the following six constraints shown in the figure below:

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Figure 1.2: Constraints on Educational research (McMillan & Schumacher, 2014, p. 23)

Let’s Practice!

Task 11

Directions: Look for the article How Well-Protected are Teachers in School? (Sanchez-
Danday, 2019) at https://scholar.google.com/. Read the article carefully and then answer the
questions that follow. Always support your answer to earn credit points.

Q9. What characteristics of educational research were espoused in the study?

Explain your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Q10. How will the research process be simplified into five steps? Illustrate your answer.

Step 1: ______________________________________________________________
______________________________________________________________
Step 2: ______________________________________________________________
______________________________________________________________

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Step 3: ______________________________________________________________
______________________________________________________________
Step 4: ______________________________________________________________
______________________________________________________________
Step 5: ______________________________________________________________
______________________________________________________________

Q11. What research approach was used in the study? Justify your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Q12. Look into the design, analyses, and conclusion of the study. What do you think is
the purpose or function of this research? Explain your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Q13. What do you think were the limitations and constraints in conducting the study?
Support your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Q14. How can the research study contribute to educational improvement?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Your Final Task

Check Your Work!

Now, check your answers in the different tasks given. Refer to the Answer Key below.
Did you get a good score? A score of 75% and higher shows that you have gained
adequate knowledge on the topic. If you received a lower score, please study the topic again to
improve before proceeding to the next module.

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Answer Key

Tasks 1-6, 8, 10-11 – Individual Responses will be considered.

Task 7

Research Answer Explanation

Results
1 A The teacher is more aware that classroom misbehavior might be
related to the home environment.

2 C A new research question might concern whether the reading

comprehension test is also valid for grades 3 and 4.

3 C A new research problem would be to study the organization of schools

since the 1954 Supreme Court rulings

4 B The principal decides to send an information letter to parents that

explains the new report card and grading system.

5 B The curriculum developer decides to revise the module to reflect the

suggestion from the field testing of the pilot module.

6 C The professor proposes a new study to investigate the degree and type
of autonomous behavior of superintendents, principals, and teachers.

Task 9

Research Approach
Article
1 Quantitative
2 Quantitative
3 Qualitative
4 Qualitative
5 Quantitative

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Reflection Note!

I learned that ___________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Congratulations!

You have finished your Module 1 journey.

Now, you are ready to embark and build up your knowledge with Module 2.

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References

1. Danday, B. A. (2019). Active vs. Passive Microteaching Lesson Study: Effects on Pre-
service Teachers’ Technological Pedagogical Content Knowledge. International Journal
of Learning, Teaching and Educational Research, 18(6), 181-200.

2. Danday, B. A., & Sanchez-Danday, A. S. Q. (2019). Education Law Literacy of

Administrators in State Universities and Colleges. International Journal of Education and
Research 7 (6), 247-258.

3. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research (2nd
ed.). Thousand Oaks, CA: Sage.

4. Erickson, F. (1973). What makes school ethnography “ethnographic”? Anthropology and

Education Quarterly, 9, 58–69.

5. Fabito, B. S., Rodriguez, R. L., Diloy, M. A., Trillanes, A. O., Macato, L. G. T., &
Octaviano, M. V. (2018, October). Exploring mobile game addiction, cyberbullying, and
its effects on academic performance among tertiary students in one university in the
Philippines. In TENCON 2018-2018 IEEE region 10 conference (pp. 1859-1864). IEEE.
International Journal of Learning, Teaching and Educational Research, 18(6), 201-213.

6. Mason, J. (1996). Qualitative researching. Thousand Oaks, CA: Sage.

7. McMillan, J. H., & Schumacher, S. (2014). Research in Education: Evidence-Based

Inquiry (7th Edition). Essex, England: Pearson Education Limited.

8. Sanapo, M. S. (2017). When kids hurt other kids: Bullying in Philippine schools.
Psychology, 8(14), 2469-2484.

9. Sanchez, A. S. Q. (2013). Literacy instruction in the mother tongue: The case of pupils
using mixed vocabularies. Journal of International Education Research (JIER), 9(3), 235-
240.

10. Sanchez-Danday, A. S. Q. (2018). What it Feels Like to Introduce Your Mother: The
Preservice Teachers’ Perspectives. International Journal of English and Education, 7(4),
1-14.

11. Sanchez-Danday, A. S. Q. (2019). How Well-Protected are Teachers in School?

International Journal of Learning, Teaching and Educational Research, 18(6), 201-213.

12. Walliman, N. (2017). Research methods: The basics. Routledge.

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