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Inquiries, Investigation,
and Immersion
Quarter 2 Module 2 – Lesson 3
Reporting Findings, Drawing Conclusions
and Making Recommendations (Making
Recommendations Based on Conclusions)
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Inquiries, Investigation and Immersion
Quarter 2 Module 2 – Lesson 3: Reporting Findings, Drawing Conclusions and
Making Recommendations (Making Recommendations Based on
Conclusions)

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer:

Devie A. Batangoso – Master Teacher I, Pamplona National High School

Editors:
1. Gilda A. Castañeda – Dalipay High School
2. Angustia P. Oraa – Visita de Salog High School
3. Gemma A. Realo – Don Mariano C. Veneracion National High School

Reviewers:
1. Preciosa R. Dela Vega, EPS-English, SDO Camarines Sur
2. Jeanette M. Romblon, EPS I - English, SDO Masbate City
Illustrators and Layout Artists:
1. Edmark M. Pado – Cabugao Elementary School
2. Mary Jane S. San Agustin – Fundado Elementary School

Printed in the Philippines by

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Ma
Module Reporting Findings, Drawing Conclusions and
Making Recommendations
2 Lesson 3- Making Recommendations Based on Conclusions

This module will help the learners make recommendations based on the given
conclusions of their research study.

Learning Target

In this module, you are expected to make recommendations based on the

given conclusions of your research study.

Vocabulary List

The following term will be encountered in the lesson:

Recommendations
the suggestions or methods on how to handle the conclusion.
the critical suggestions regarding the best course of action in a certain situation
provides a beneficial guide that will not only resolve certain issues, but will also
result in a beneficial outcome
always based on certain data and cannot be speculated.
urge specific actions to be taken with regard to policy, practice, theory, or
subsequent research

Warming Up

Write T if the statement is true and F if the statement is false. Write your answer
in a separate sheet of paper.
_____1. Based on the findings and conclusions of the study, recommendations serve
as practical suggestions for future research in similar field.
_____2. Recommendations are envisioned to further improve the pertinent variables
that were the subject of the investigation undertaken.
_____3. Recommendations are not expressed in clear and concise terms.
_____4. Recommendations are relevant to the research problems and are feasible for
implementation.
_____5. The general recommendation may not be stated giving suggested measures
to concern agencies, institutions, or to the government that may lead towards
the betterment of society.

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Learning About It

The results of the research from the logical findings and conclusions
need to have the corresponding recommendations from the researchers. This
will provide you ideas in writing your recommendations.

RECOMMENDATIONS
Based on the findings and conclusions of the study, these serve as
practical suggestions for future research in similar fields. They are envisioned
to further improve the pertinent variables that were the subject of the
investigation undertaken.
Recommendations are expressed in clear and concise terms. They are
relevant to the research problems and feasible for implementation. The general
recommendations may also be stated giving suggested measures to concerned
agencies, institutions, or to the government that may lead towards the
betterment of society in general.
The researcher’s final recommendation is addressed to other
researchers who may want to pursue similar studies. Moreover, suggested
topics of interest or variables are given. In the case that the qualitative study is
conducted to propose an intervention program, the recommendation will be the
adaptation of said program.
Formulating the Recommendations of the Study
In preparing this part of your paper, remember that in making your
recommendations, you must show how your results support them. A
recommendation for a preferred alternative should include:
a. specific statements on what should be done, the steps required to
implement the policy, and the resources needed.
b. discussion of the benefits to the organization and what problems
would be corrected or avoided.
c. discussion of the feasibility of the proposed policy and
d. general statement about the nature and timing of the evaluation plan
that would be used to determine the effectiveness of the proposed
policy.

The crafted recommendations of the speaking anxiety study to the Le Thanh

Hien High School students in Vietnam on speaking anxiety

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Findings Conclusions Recommendations
1. The students were not 1.Students spoke very 1. Teachers should first
given enough time to little or not at all improve the
prepare for a speaking performance
task before the task was conditions by giving
performed. their students time to
prepare for a
speaking task.
2. When the students 2.Students could not think 2. Teachers should help
were asked to work in of anything to say their students to
groups, not all of them overcome inhibition
were eager to contribute and shyness by
their opinions in English. having friendly,
Some of them helpful and
participated actively but cooperative behaviors
the others spoke very to make the students
little or not at all. feel comfortable when
speaking in the class.
3.They tended to use 3.Students used 3. Teachers should
Vietnamese when they Vietnamese instead of personalize and
discussed in groups English when they simplify the topics in
discuss in groups or in the textbook to make
pairs. them easier, more
interesting and
relevant to their lives.
4.While the students 4.Students did not have 4.Teachers should
were making motivation to express create an English
performances, the other themselves speaking
students in class did not environment by
listen attentively. They encouraging the
even chatted with the students to use
people next to them English in the
when their classmates classroom to make it
were speaking. a habit.
5.The students looked 5.Students did not have 5.Students should first
very nervous when they motivation to express understand the
spoke in front of the themselves. importance of
class. Sometimes, they speaking skills.
did not know what to say
then kept silent.

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Keeping You in Practice

Making Recommendations Based on Conclusions

Observe the following rubrics for Practice Task 1, 2 and 3:
Rubrics:
Content ------------------------------------------------------ 30
Organization of the Content --------------------------- 30
Presentation of Ideas ------------------------------------ 20
Completeness of Presentation ------------------------ 20
Total --------------------------------------------------------- 100 points

Practice Task 1: See the Future

Write the recommendations of your own research study with the given
title, findings and conclusions. Write your answer in a separate sheet of paper.

Title: _______________________________________________________________

Findings:
1. _____________________________________________________
2. _____________________________________________________

Conclusions:
1. ______________________________________________________
2. ______________________________________________________

Recommendations:
1. _________________________________________________________

Practice Task 2: Mature to Try

Given the Title, Findings and Conclusions below try to give recommendations on
the research study. Write your answer in a separate sheet of paper.

Title: Perceived Motivational Factors of Senior High Teachers in Using Social Media
and Its Effects on Senior High students in Pamplona National High School.

Findings:
1. The researchers learned that having no time for opening social media application
due to lots of tasks either academic or household chores is not the effect of
integrating social media for educational purposes.

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2. The most frequent reasons of teachers why they are motivated to use social media
for educational purposes are- they just want to be updated on the school
happenings and to communicate with other faculty members and school
administrator, and if needed only in their concerns with tasks.

Conclusions:
1. The researchers come up with a conclusion that the effect of social media’s
utilization for educational purposes in terms of personal aspects, students can be
able to search/ gather information or ideas about certain issues.

2. The researchers concluded that the least effect to students of integrating social
media for educational purposes is lack of time for opening social media application
due to lots of household chores and academic tasks.

Recommendations:
1. ___________________________________________
2. ___________________________________________

Additional Tasks
Observe the following rubrics for Practice Task 1:
Rubrics:
Content ----------------------------------------------------- 30
Organization of the Content --------------------------- 30
Presentation of Ideas ------------------------------------ 20
Completeness of Presentation ------------------------ 20
Total ---------------------------------------------------------100 points

Task 1: Express my Expertise

Try to complete the details of the given statements below based on a given
research study. Write your answers in a separate sheet of paper

Title: Stress Management Skills Under Pressure in Line With Computer Connections
of CSS 11 & 12 Students of Pamplona National High School (Rovy Jean
Porlaje, 2019, Pamplona National HS, Pamplona, Camarines Sur)

Findings:
1. Most frequent stressors of the students are school related stressors, followed by
personal factors such as the family issues, personal economic problems and
inherent personality characteristics encompass the students' lives.

2. Some students succumb into stress because of their looks. It lowered their self-
confidence and self- esteem because of unfair treatment of the world and some are
fall into insecurity which is the down cast.

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3. Work overload of the students result in Hyper Stress that pushes students beyond
what they can handle. Little or simple things like school works trigger their emotional
response that lead to serious emotional and physical repercussion. Hypo Stress is
the opposite which is the results when the students bored by an unchallenged job
such as working the same task over and over again. Because of these, students
trapped as restlessness and lack of inspiration.

Conclusions:
1. The problems of the students are different due to their uniqueness, adaptation,
vulnerability, involvements and simple excellent techniques specifically their locus
of control.
2. Procrastination, thieve time, one attitude that is very common among a lot of
students (more on later) because of many circumstances diving headfirst into
crossing consequences ahead. Every student has a life outside the academic
curriculum and school environment. Thereby, it hides awful matters beyond those
smiles enable to pretend and to become an extraordinary person.
3. So many students shine beyond those threatening stresses under severe pressure
while others are stocked.

Recommendations:
1.________________________________________________________
2. ________________________________________________________
3. ________________________________________________________

Cooling Down

Write T if the statement is true and F if the statement is false. Write your answer in
a separate sheet of paper.
_____1. Recommendations should follow logically from discussions of the findings and
conclusions.
_____2. Your recommendations should be placed in the same order as the
conclusions.
_____3. The recommendations may be summarized according to the groups to which
they are directed.
_____4. A recommendation report is a paper that compares two or more products or
solution and makes a recommendation about which is the best option and
recommends a course of action.
_____5. A recommendation report proposes few potential solutions to a problem and
concludes by recommending the best one.
_____6. Recommendation reports are overtly persuasive since they make a final
recommendation that is informed by research and evidence.
_____7. A recommendation report does not propose multiple solutions to a problem
and recommends the best one.
_____8. All recommendation reports address a real and important problem.

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_____9. Recommendation reports sometimes require in-depth research that can
range from conducting interviews and surveys to reading peer-viewed
journal articles or other related documents.
_____10. Your recommendation section should not be justified with what you have
found in conclusions and you can’t recommend something without first of all
making a decision.

Learning Challenge

Task 1: What is a reference material? Write your answer in a separate sheet of paper.
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________

Task 2: List down five (5) examples of reference materials you used in your
research study. Write your answer in a separate sheet of paper.
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________

Points to Ponder

Recommendations
It is a part of research paper which explains the study’s relevance to the field
and the applicability of its findings to other similar or related studies in the future.

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Answer Key

WARMING UP:
1. T
2. T
3. F
4. T
5. F

Practice Task 1:
Title: Perceived Motivational Factors of Senior High Teachers in Using Social Media
and Its Effects on Senior High students in Pamplona National High School

Findings:
1. The most agreed impact of using social media for educational purposes along social
factor is that, schools are beginning to use facebook group to communicate with
students.
2. The researchers found out that focusing on academic purposes is doubtful for there
will be interruptions such as online games, downloading videos, etc. is the least
effect of using social media for educational purposes.

Conclusions:
1. The researchers, therefore conclude that in terms of social factors, in which the
integration of social media by schools through creating facebook group paves way
to create communication among teachers and students.
2. Researchers concluded that among the following effects of using social media, the
effects in academic performance got a lowest average weighted mean therefore
the students are slightly not affected about it.

Recommendations:
1. To the students, the researchers recommend that the students must practice time
management in using social media, so that it cannot affect their academic
performances.
2. The researchers would like to recommend teachers’ consideration to students who
do not have load, do not have cellphone and those who are struggling with poor
internet connection for they might not be able to view photos or documents and
might not get updated about any reminders.

(Perceived Motivational Factors of Senior High Teachers in Using Social Media and
Its Effects on Senior High students in Pamplona National High School, Neil Morillo,
2020)

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Practice Task 2:
Title: Perceived Motivational Factors of Senior High Teachers in Using Social Media
and Its Effects on Senior High students in Pamplona National High School

Findings:
1. The researchers learned that having no time for opening social media application
due to lots of tasks either academic or household chores is not the effect of
integrating social media for educational purposes.
2. The most Frequent reasons of teachers why they are motivated to use social media
for educational purposes are, they just want to be updated on the school
happenings and to communicate with other faculty members and school
administrator, and if needed only in their concerns with tasks.

Conclusions:
1. The researchers come up with a conclusion that the effect of social media’s
utilization for educational purposes in terms of personal aspects, students can be
able to search/ gather information or ideas about certain issues.
2. The researchers concluded that the least effect to students of integrating social
media for educational purposes is lack of time for opening social media application
due to lots of household chores and academic tasks.

Recommendations:
1. To the students, the researchers recommend that the students must practice time
management in using social media, so that it cannot affect their academic
performances.

2. The researchers would like to recommend teachers’ consideration to students who

do not have load, do not have cellphone and those who are struggling with poor
internet connection for they might not be able to view photos or documents and
might not get updated about any reminders

Additional Task
Title: Stress Management Skills Under Pressure in Line With Computer Connections
of CSS 11 & 12 Students of Pamplona National High School (Rovy Jean Porlaje,
2019, Pamplona National HS, Pamplona, Camarines Sur)

Findings:
1. Most frequent stressors of the students are school related stressors, followed by
personal factors such as the family issues, personal economic problems and
inherent personality characteristics encompass the students' lives.

2. Some students succumb into stress because of their looks. It lowered their self-
confidence and self- esteem because of unfair treatment of the world and some are
fall into insecurity which is the down cast.

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www.shsph.blogspot.com
3. Work overload of the students result in Hyper Stress that pushes students beyond
what they can handle. Little or simple things like school works trigger their emotional
response that lead to serious emotional and physical repercussion. Hypo Stress is
the opposite which is the results when the students bored by an unchallenged job
such as working the same task over and over again. Because of these, students
trapped as restlessness and lack of inspiration.

Conclusions:
1. The problems of the students are different due to their uniqueness, adaptation,
vulnerability, involvements and simple excellent techniques specifically their locus
of control.
2. Procrastination, thieve time, one attitude that is very common among a lot of
students (more on later) because of many circumstances diving headfirst into
crossing consequences ahead. Every student has a life outside the academic
curriculum and school environment. Thereby, it hides awful matters beyond those
smiles enable to pretend and to become an extraordinary person.
3. So many students shine beyond those threatening stresses under severe pressure
while others are stocked.

Recommendations:
1. Accept that there are lots of things that you cannot control, because you are only a
human not a robot nor gods or goddesses having an immortal power. Just adjust
your standards and always take a break for a while and do something pleasurable
things such as playing guitar or entering virtual world and so many things that makes
you happy to recharge yourself before the next wave of stress.
2. Keep a positive attitude; rather than defaulting to negatives, always smile. Keep
moving forward when fear what’s ahead, always do your best and God will do the
rest. Make a strong and greathearted connection to all treasured persons especially
to God and avoid those toxic relationships.
3. Manage your time properly, avoid procrastination, priority first then strategize.

COOLING DOWN
1. T
2. T
3. T
4. T
5. F
6. T
7. F
8. T
9. T
10. F

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LEARNING CHALLENGES
Task 1:
. What is a reference material?
1. A reference list is the detailed list of references that are cited in your research
work.
2. References usually come at the end of a text (essay or research report) and
should contain only those works cited within the text.
3. Reference means something which is a source of information about a subject.

Task 2:
List down five (5) examples of reference materials you used in your research
study.
1. Holland, K. (2016). The Role of Attitude in Teaching. Retrieved from
https://blogs.gcu.edu/college-of-education/role-attitude-teaching/amp/

2. Buchman, R. A. (2011). Job Satisfaction and Performance on Employees in

Bangko Sentral ng Pilipinas, Region V. Unpublished Master’s Thesis, Naga
College Foundation, City of Naga.

3. Divina, R. (1993). The Role of Teachers in Educating the Youth. The Modern
Teacher. Volume LXXII.

4. Ulug, M., et al. (2011). The Effects of Teachers’ Attitudes on Students’

Personality Performance. Procedia – Social and Behavioral Sciences, 30,
738-742. Retrieved from https://doi.org/10.1016/j.sbspro.2011.10.144

5. Omolara, S. R. & Adebukola O. R. (2015). Teachers’ Attitudes: A Great

Influence on Teaching and Learning of Social Studies. Retrieved from
https://pdfs.semanticscholar.org/14b5/4a7ec24c360cd460c93454b1de9a6ac6
9b9e.pdf

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References

https://blog.thepenter.com

https://www.chegg.com

https://www.editage.com

https://www.open.edud

https://study.com

https://untoldcontent.com

https://latavernetta.info

Cristobal, Jr. Amadeo P., Cristobal, Maura Consolacion D. (2017. Enhanced

Teacher’s Manual Practical Research 1 for Senior High
School Quezon City: C & E Publishing Inc.

Faltado III, Ruben E., Bombita, Medardo B., Boholano, Helen B., Pogoy, Angeline M.
(2016). Practical Research 2 Quantitative Research for Senior High School (Applied
Subject). Metro Manila: LORIMAR PUBLISHING, INC.p. 121

Cristobal, Jr. Amadeo P., Cristobal, Maura Consolacion D. (2017). Practical

Research 1 for Senior High School. Quezon City: C & E Publishing Inc. p. 240-244; 251-252

Perceived Motivational Factors of Senior High Teachers in Using Social Media and
Its Effects on Senior High students in Pamplona National High School, Neil Morillo, 2020

Stress Management Skills Under Pressure in Line with Computer Connections of

CSS 11 & 12 Students of Pamplona National High School. Rovy Jean Porlaje, 2019,
Pamplona National HS, Pamplona, Camarines Sur

Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School” by

Nguyen Hoang Tuan and Tran Ngoc Mai retrieved from Asian Journal of Educational
Research, Vol. 3, No. 2, 2015

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