NORIEBELLE B. BALBONTIN / JOSIE MARIE C.

HUM
Collaborators: DR. RONILO V. APONTE OLLY B. SUERTE

ELIJAH V. ESTANTE OSIAS G. CASTILLANES

MERYL D. PANUNCIO PAUL JOVIE RABANG

ROWENA B. PECONCILLO

I. Finding Answers through Data Collection

Timeframe: 2 weeks (Q3- Weeks 5-6)

 Concept Notes

Result and Discussion

The Results and Discussion section reports and explains the data that you have obtained in your research. It
can be considered the “meat” of your paper, as it provides analyzes of your findings. The results and
discussion section is divided into two portions: the results section and the discussion section.

Results and discussions should be systematic, logical and comprehensive. The discussion should blend
together with the finding in relation to those identified in the literature review and placed within the context
of the theoretical framework underpinning the study. The discussion should be presented in the present
tense unlike in the research methodology which is resented in the past tense form.

Results Portion

The results portion presents the data that you have collected. This portion limits itself to the presentation of
facts and key findings as they are and is presented in textual and tabular forms.

Guidelines for Writing the Results of Quantitative Research

1. The results section must be anchored on your research questions and objectives. These questions
and objectives shall be restated at the beginning of your results section. The findings that you will cite
must be limited to those that will address the research questions. They shall also be the basis of the
sequence of the parts of your results section.

2. Take caution in using non-prose materials in the results section. Make sure that your non-prose
materials is aligned with the purpose of presenting the data. Describe the findings suggested by your
tabular representation and include basic details such as the title, legend used and labels for the values.

3. Make sure that your results sections can be distinguished from the discussion section. Avoid
explaining the possible reasons behind your results. Refrain also from connecting your findings to the
previous studies related to your research. These details should be found on the discussion section of your
paper.

4. Observe accuracy, conciseness and comprehensiveness in writing your results section. For,
instance, when stating the mean of the data set, you also need to mention the standard deviation, as well as
other statistical values pertinent to explain your research findings. Make sure that your results section is
founded only in facts. This also means that you are required to cite negative results as a way of showing
honesty in your findings. Use past tense in stating your findings. With this, you acknowledge that the f
findings apply exclusively to your research.

5. Keep in mind that the results section needs to be reader friendly. Use subheadings to make the
results section more organized and easier to understand.

Discussion Portion

The discussion portion provides the explanation for the results that you have reported. You link your
findings to the other studies related to your own, as well as your research questions and objectives.

Factors to Consider in Writing the Discussion Section

1. Your discussion section must be anchored on your research objectives or questions. Your
discussion must attempt to explain the findings in a ay that these questions or objectives will be addressed.
It may help to restate your research objectives or questions and to mention the major findings
corresponding to each of them.

2. You need to establish the connection between your findings and the studies related to your own, as
well as the theories and practices in your field of research. It is important to reread your literature
review and to restate the studies whose findings support or deviate from your own. You can adopt the
related studies to support your findings. You can also survey additional studies to support your findings
but make sure that you will incorporate them in the literature review. Avoid showing negative bias
towards other researchers in your discussion. You may state how your findings contradict those of other
researchers, but make sure to do this objectively.

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3. Even though your discussion should be anchored on other related studies, write it as your own take
on the findings. Your alternative explanation of the findings will serve as your contribution to your field
of study. This explanation should not repeat the report of your results section, and cite the possible
reasons behind the findings you have obtained. Make sure that your claims are supported by your data.

4. The general content of your discussion must have a specific flow. Start your discussion with your
general findings, then to the more specific aspects. Finally, you may end your discussion with a brief
overview of the practical and theoretical implications of your findings.

5. Exercise clarity and consistency in your discussion. You need to be specific and direct to the point in
explaining your results. Your readers should be aware of what finding is being explained in a certain point
in the discussion. Finally you need to practice consistency in what key terms to use throughout the
discussion to avoid confusing your readers.

6. Observe other conventions in writing your discussion section. You have to present the potential
limitations of the explanation of your results (e.g., small sample size, data collection), but you must refrain
from being apologetic in explaining these aspects. You can also utilize subheadings to organize the ideas
more easily. You need to be careful in your usage of verb tenses: use the present tense for established
facts and the past tense for claims and findings of prior studies. Finally, make sure to cite the sources you
will use throughout the discussion.

Presentation and Interpretation of Tables

Tables are non-prose materials that help condense and classify information using columns and rows. Tables
contain at least two columns with headings that indicate the important information being examined. The
headings on the top are called boxheads while the headings on the far left columns are called stubs. The
boxheads describe the items in each column while the stubs describe the items in each row.

To interpret the tables effectively, take note of the headings and analyse the relationship among the details
under each one. You also have to identify the items that have significantly high or low values. Check for any
unusual patterns or data in the table.

When writing your interpretation, begin with the table number and the title. Then, present the significant
data (i.e., lowest, highest or unusual pattern) and discuss their relationship with one another. If applicable,
end interpretation with a generalization summarizing the findings presented in the table.

Structure of Results and Discussion

4. Results and Discussion

4. 1. Introductory Paragraph

 Restating of general and/or specific research questions/objectives

4.2 Results

 Results corresponding to research question/objective 1

 Results corresponding to research question/objective 2
 Results corresponding to research question/objective 3

4.3. Discussion

 Discussion of overall result

 Discussion of results corresponding to Research Question/Objective 1
 Link to related literature and studies
 Link to existing theories
 Alternative explanation (if any)
 Discussion of results corresponding to Research Question/Objective 2
 Link to related literature and studies
 Link to existing theories
 Alternative explanation (if any)
 Discussion of results corresponding to Research Question/Objective 3
 Link to related literature and studies
 Link to existing theories
 Alternative explanation (if any)
Source:
Barrot, J.S. (2017). Practical Research 2 for Senior High School. 839EDSA, South Triangle, Quezon City: C
& Publishing, Inc.
Faltado, R.E. et. al (2016). Practical Research 2 Quantitative Research for Senior High School. 776 aurora
Blvd., cor. Boston St., Cubao, Quezon City. LORIMAR Publishing, Inc.

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 Chapter 4
Results and Discussion

Descriptive Data Analysis

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Insert Table
Insert Interpretation
Inferential Data Analysis
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Discussion

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 Worksheet
s

It’s time to test yourself!

Name: ________________________________ Strand & Section: _________________

Date: ______________________________ Teacher: ____________________________
WORKSHEET #1: Chapter 4
Results and Discussion
Group Work
Direction:
1. Using the given guidelines and template when writing the Results and Discussion, write your
Results and Discussion for your research study. Don’t forget to paraphrase, summarize, or directly
quote the information taken from your sources. These sources should be cited properly.
2. Write your work on short bond paper using the following format: double-spaced, Times New
Roman, one-inch margin (top, bottom, right side), one and one-half inch margin (left side),
font size is 12. Observe APA format. Maximum number of pages for the Results and Discussion
is 5 pages.
3. In evaluating the Results and Discussion, a rubric is provided below.
RUBRIC FOR THE RESULTS AND DISCUSSION
To a Very Great Extent To a Great To Some Extent To a Little Extent Not at all
Extent (81-90)
( 91-100) (71-80) (61-70) (60)
-All data is recorded and One of the given Two of the given Three of the given Only one of the
organized in a clear manner. criteria is not criteria are not criteria are not given criteria is
All visible observations are observed. observed. observed. observed.
provided. Complete and
correct analysis of data is
provided. Errors of
Experimentation are
provided.

- The flow of ideas is smooth

and the work is easy to read.

- The findings lead to the

conclusions in a logical
manner; Strong evidence is
given to support the
conclusions; The strength,
direction and focus of the
recommendations come from
the information presented in
the document; The
conclusions demonstrate
some degree of creativity
&/or innovation.

- The work uses the correct

format.

Source: Barrot, J.S. (2017). Practical Research 2 for Senior High School. 839EDSA, South Triangle, Quezon City: C &
Publishing, Inc.

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 Concept Notes

Descriptive Statistics

Group Statistics
Sex N Mean Std. Deviation Std. Error Mean
1 56 3.0727 .42536 .05684
Average
2 94 3.1455 .30410 .03137

The take gives the descriptive statistics for each of the two group (as defined by grouping
variable). In this example, there are 56 (1= Male) with the average of 3.0727, with the standard
deviation of 0.42536. And there are 94 (2= Female) with an average of 3 .1455 and a standard
deviation of 0.30410.

Inferential Statistics

Independent Samples Test

Levene's Test
for Equality of t-test for Equality of Means
Variances
95%
Sig. Confidence
Mean Std. Error
F Sig. t df (2- Interval of the
Difference Difference
tailed) Difference
Lower Upper
Equal
- -
variances 5.044 .026 148 .225 -.07281 .05976 .04529
1.218 .19092
assumed
Average
Equal
- -
variances not 88.727 .265 -.07281 .06492 .05619
1.122 .20182
assumed

The column labeled Levene’s Test for Equality of Variances tell us whether an assumption of
the t-test has been met. Look at the column labeled Sig. under the heading Levene’s Test for
Equality of Variances. In the Example above, the significance (p value) of the Levene’s test is
0.026.

Note: If the p value is less than or equal to your α level for the test (usually .05), then you
can reject the null hypothesis that the variability of the two groups is equal,
implying that the variances are unequal. If the p value is less than or equal to the α
level, then you should use the bottom row of the output (the row labeled "Equal
variances not assumed."). The column labeled “Sig. ( 2-tailed)” gives the two
tailed p value associated with the rest. In the example, the p value is .265.

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Interpretation: If the p-value < 0.05, there is a significant difference between the means of
the two groups. Report the means of the two groups or the mean difference and confidence
interval from the SPSS output to describe the difference.

Correlations
Attitudes
General Public
Regarding
Knowledge
COVID-19
Pearson Correlation 1 .162**
General Public Knowledge Sig. (2-tailed) .007
N 271 271
Pearson Correlation .162** 1
Attitudes Regarding COVID-19 Sig. (2-tailed) .007
N 271 271
**. Correlation is significant at the 0.01 level (2-tailed).

The p-values for the correlation between General Public Knowledge and Attitudes
regarding COVID 19 and between Attitude regarding COVID 19 and General Public Knowledge
are both less than the significance level of 0.05, which indicates that the correlation coefficients
are significant. The p-value between General Public Knowledge and Attitudes regarding COVID
19 is 0.007. Because the p-value is less than the significance level of 0.05, there is conclusive
evidence about the significance of the association between the variables.

Reflection

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