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Senior High School

Week 7-8

Practical Research 2
Quarter 2 - Module 3
Research Conclusion and
Recommendation

Department of Education ● Republic of the Philippines

St. Peter Drive Poblacion, Tabango, Leyte

Tabangoshs.standalone@gmail.com/Tabango Senior High School – FB

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 Lesson

1 Drawing Conclusions

What’s In

After learning the previous lesson in Module 5 which was the interpretation of data,
you now have the idea of what is the result and findings of your study. You have to be very
clear with your results and findings of your study since that would be the basis for your
conclusion which would create an impact to your readers.

In this lesson, you are going to generate answer/s or conclusion/s as what you have
interpreted from the data gathered fromyour research study.

What I Need to Know

A conclusion is an important part of your research study. It wraps up your writing by

summarizing the main idea for your readers. This brings your writing to a smooth close and
creates well- written answers to your research questions. You have to consider the main
idea that you want to convey to your readers and have a sense of closure on the study. It
usually starts answering the specific moving to the general inquiry. Furthermore, the purpose
of your conclusion is to make the readers understand the impact of your research to them.It
is a synthesis of the key points and not just a summary of the entire research study.

What’s New

Activity 1: Therefore, I Conclude…

Read the statement at the left and write your conclusion at the right
Situation Therefore, I conclude that….
1. You are attending your Math class at 3:00 P.M. and
suddenly you heard a loud bang from the sky.
2. You are about to open the door of your house when
you heard your mom and dad arguing about your college
plans.
3. You failed to remind your classmates at your FB
Group Chat (GC) to bring the materials for the coastal
clean-up drive.
4. Your teacher reminded you to study your previous
lessons for the upcoming quarterly exam. However, a
close relative died in the next town who is scheduled to
be buried on the same day of your exam.
5. Your friends invited you to her birthday party. You
failed to inform your parents because you don’t have a
cellphone load.

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Activity 2: Judge Me Now!
Look at the pictures below. Write your conclusions about the picture at the given space.

1. Picture 1

_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________

Source: https://bit.ly/3eTB48u

2. Picture 2
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________

Source: https://bit.ly/31CtDig

What Is It

Guidelines in Writing Your Research Conclusion

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 In writing your conclusion, make sure to have a brief introductory statement prior to
itemizing the answers to your research questions. Remember that your conclusion should
address or answer every research inquiry you have in your research study. Here are some
points you have to keep in mind.

1. State your conclusion in a clear and simple language.

Emphasize the purpose of your study then relate your findings differ other studies.
2. Do not just reiterate the discussion of your results.
Provide a synthesis of arguments presented in the paper to show how these converge
toaddress the research problem and the overall objectives of your study.
3. Indicate opportunities for future research.
Highlighting the need for further studies provides the reader with that evidence that you
have an in-depth awareness of the research problem.

Please take note that there are different ways of formatting your conclusion. You can have it
numbered or in paragraph, depending on your institutional format.

Research Implications refers to the logical connections of a given condition and its

outcome. These are basically the conclusions that you draw from your outcomes and
describe how the results may be connected toa certain theory or practice.

Two Kinds of Research Implications

1. Practical Implication
- is realistic description of what the results of your study might imply
- is the reality that would happen if certain situations are satisfied

Example:
Studying the implications of room-to-room campaign reveals that it more effective in
the spreading of awareness of how to fight COVID-19 than announcing in the
students’ morning assembly.

2.Theoretical implication
- is a description that supports or contradicts a theory, previous research results, or
creates something completely new
- it reflects against literature presented in your theoretical part

Example:

6.3.1 The knowledge-based theory of clusters

…The findings suggest that a distinct part of the social context that is deemed so important
for the transmittal of tacit knowledge is actually constructed outside the boundaries of the
clusters, hinting at the presence of a cross-cluster or inter-cluster contextual environment.
This conclusion carries implications both in favor of and against the knowledge-based theory
of clusters. One implication in favor of the knowledge-based theory of clusters lies in the fact
that the data show an important role for the contextual factor in facilitating knowledge flows
among entrepreneurs. Source: https://research.vu.nl/ws/portalfiles/portal/42206796/chapter+6.pdf
Examples of Conclusions
1. Here is an example showing the connection between research questions and
conclusions of the study entitled “Research Writing Ability of Senior High School
Students As Perceived by Teachers of Sampled Schools in Quezon City by
Precy M. Paurillo of Holy Spirit National High School, Quezon City, Philippines Metro
Manila College, Quezon City Philippines. Source: https://bit.ly/2VBFM3c

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Research Questions

Specifically, this study sought answers to the following questions:

3.1 How may the respondents be described in terms of the following:
3.1.1 Preparedness on the rudiments of basic research,
3.1.2 Research culture of respondents, and
3.1.3 Research teaching strategies?
3.2 How may the teacher respondents describe the Grade 12 students’ ability to write
research paper in terms of:
3.2.1 Punctuation, 3.2.2 Grammar,
3.2.3 Word choice, 3.2.4 Spelling,
3.2.5 Syntax, 3.2.6 Citation,
3.2.7 Paraphrasing, and 3.2.8 Organization?
3.3 What challenges are encountered by the respondents in teaching research and
how are these addressed?
Conclusions:

In light of the findings, the following conclusions were drawn:

6.1 Research Teachers are generally prepared on the Rudiments of
Basic Research. Their readiness to teach the subject is based on their
educational background which is manifested by their experience in Practical
their undergraduate supplemented by units earned and diploma in a
master’s degree and their units and a diploma in a Doctorate program. Implications
More so, they have been constantly updating their qualifications by
attending pieces of training related to research writing and they are
encouraged to conduct research.
6.2 Students are normally familiar and knowledgeable in most of the
essentials of research writing such as punctuation, grammar, word
choice, spelling, syntax, citation, paraphrasing, and organization.
6.3 Challenges met by the teachers in teaching research vary from the Theoretical
rudiments of writing which include syntax, citation, and paraphrasing
among many others to the insufficient teaching strategies in research. Implications
This clearly emphasized that teachers need to extensively employ
varied strategies, task-based motivational activities, and fun-tasks as
noted by (Takeuchi &Vaala, 2014).

2. Here is an example showing the connection between research objectives and conclusions
of the study entitled Academic Self- Regulation of STEM of Senior High School Students of
Divine Word Colleges in Region I, Philippines and Their Academic Performance
byDamianusAbun 1 Theogenia Magallanes 2 
1 Divine Word College of Vigan, Philippines and St. Benedict College of Northern Luzon , Philippines
2 St. Benedict College of Northern Luzon
Source: https://bit.ly/3ipzq0w

Research Objectives

Using the concept of self-determination theory (SDT) developed by Ryan and Deci
(2000), the purpose of this study is to investigate the impact of four motivational profiles
(external, introjected, identified regulation, and intrinsic motivation) on the academic
performance of Senior High School students of Divine Word Colleges in Region I,
Philippines.

Conclusions

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 Based on the findings of the study, the study concludes that academic
self-regulation of the STEM students of the Divine Word Colleges is
high; however, there is no relationship between academic self-regulation
and academic performance and therefore the hypothesis is rejected.
This further concludes that the academic performance of students of
Divine Word College of Vigan is not controlled by their academic self-
regulation such as extrinsic and intrinsic motivation. Their academic
performance can be affected other factor such as their self-efficacy,
self-awareness, possible self (Bandura, 1986, 1989). Bandura argued
that people with high self-efficacy believe they have the ability to Theoretical
succeed at a task, to overcome obstacles, and to reach their goals… Implications
…Encouragement arises when people believe they are meeting or
exceeding a relevant standard; discouragement arises when people
believe they are falling short of a relevant standard. The output of the
study may point to the contradictory idea that that the ability to self-
regulate has been viewed as a desirable quality throughout history
because of its positive effects on behavior and the acquisition of skills
(Reid, 1993), the attainment of goals and academic performance.

Practical
Implications

What’s More

Activity 1: Analyze the Conclusion

Read the sample conclusion and answer the following questions on a separate piece
of paper:
1. What is/are the objective/s or research question/s of this study?
2. Was the objective/research question attained?
3. Write an outline of the research findings based from the conclusion below.

“Reading Comprehension Skills and Performance in Science Among High

School Students in the Philippines” by Ombra A. Imam, Maripaz Abas
Mastura, Hajri Jamil and Zurida Ismail(Source: http://apjee.usm.my/APJEE_29_2014/Art%205(81-94).pdf)

Students need to develop scientific literacy in order to participate fully as

citizens, community members, and in the globalised economy. Scientific literacy
dictates that students should have the reading ability to evaluate the print-based
information presented to them. Yet the level of performance in reading
comprehension skills and performance in science of first year students in both
public and private high schools in Cotabato City, Philippines are poor as
indicated by their low mastery rating in the two learning areas. Students seemed
to be struggling with both the content of science as well as the skills needed to
be a proficient reader. With respect to the overall association between elements
of reading comprehension skills and performance in science, it establishes a
significant positive correlation but such relationship is negligible. As a whole, the
poor performance of Filipino students in science which contributed to bad image
of Philippine education both local and abroad can be well expounded by other
relevant factors outside the scope of six reading comprehension skills.

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 What I Can Do

Task 1: Summarizing the findings

Directions: Perform the following tasks. You may write or encode your answer in a long bond
paper. Submit your output to your teacher for checking.

Summarize the findings of your own research study by filling in the table below.

Research Questions/Objectives Summary of Relevant Findings

1.

2.

3.

Task 2: Drafting Conclusion

Directions: Perform the following tasks. You may write or encode your answer in a long bond
paper. Submit your output to your teacher for checking.

Read the Results and Discussion in Chapter 4 of your research study, draw at least two
conclusions and implications from the major findings of your own research study.Write your
answers on the spaces provided below.

Conclusions:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Practical Implications:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Theoretical Implications:
_________________________________________________________________________
_________________________________________________________________________

Lesson
Formulating
2 Recommendations

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 What’s In

In the previous lesson, you learned to how to draft your conclusions based from your
Results and Discussion in Chapter 4 of your research study. From your data analysis, you
draw conclusions. In writing your conclusions, the objective/s and research question/s
including the theoretical and practical implications must be considered.

Now, in this lesson, it is time to write your recommendations which considered as the
last portion of your research. It is based on your analysis and conclusions which means that
you will write down on what actions should be taken as a result of your research findings.
Other people use the term ‘suggestion’ in research recommendations.

.
What I Need to Know

Research Recommendations

Recommendations can be defined as a suggestion regarding the best course of

action to take as a result of your data analysis and conclusion. The whole idea of a
recommendation is to provide a beneficial guide that will not only resolve certain issues but
result in a beneficial outcome. Take note that no matter how studies are similar to in content
and context, their recommendations can be different for it will be heavily dependent on the
results and current situations that arose during research time frame. Your recommendations
should point specific actions to be addressed. An excellent recommendation will guide those
who are affected in the situation to take serious action regarding to what must be done to
address the problem or uplift thesituation.

Two Functions of Recommendations:

1. Implications of your findings must identify the areas of concern that needs to be
addressed.
2. How future studies can address the limitations you encountered in your research.

What’s New

Activity 1: I’ll recommend you to…

Read the statement at the left and write your conclusion at the right
Situation I’ll recommend you to…
1. You failed in your posttest.
2. You had a heated conversation with your friend.
3. You are forgetful.
4. You can’t sleep.
5. You’re stressed.

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 What Is It

Guidelines in Writing Your Recommendations (Barrot, 2017):

1. Write your recommendations based from your conclusions and limitations of your
study. Align it to the purpose and scope of your research.
2. Write a practical and doable recommendations. Be specific.
3. Make it concise and clear.
4. Avoid recommendations that are easy to address.

Example 1

Title of Study: “Research Writing Ability of Senior High School Students As Perceived
by Teachers of Sampled Schools in Quezon City by Precy M. Paurillo of Holy Spirit
National High School, Quezon City, Philippines Metro Manila College, Quezon City
Philippines. Source: https://bit.ly/2VBFM3c

7. Recommendation

In light of the findings and the conclusions derived from this study, the researcher
recommends the following:

7.1 To the teachers in the Senior High School:

7.1.1 They must continue to enhance their skills by attending pieces of training and
seminars that showcase the newest trends in academic writing and by finishing a
Master’s and a Doctorate degree.
7.1.2 They need to be trendier and more experimental in the presentation of the lessons
in Research Writing.
7.1.3 They have to assure the transfer of learning through the use of more engaging
techniques and strategies.

7.2 To the School Administrators:

7.2.1 They must consider the teaching loads vis-à-vis teaching hours of teachers
handling Research subjects to give way to a more in-depth treatment of the lesson and
ample time to check the outputs.

7.3 To the Curriculum Planners:

7.3.1 They must confirm the inclusion of research subjects in the Junior High School
starting from Grade 7 with the consideration of the degree of difficulty; Grade 7 – Focus:
Chapter 1, Grade 8 – Focus: Chapter 2, Chapter 9-Focus: Chapter 3, and Grade 10 –
Focus: Chapter 4. This is to prepare the students in the complex world of research
writing as they reach Senior High School.

7.4 To Future Researchers:

7.4.1 They can make most of the findings of this study and conduct similar research with
students as respondents. This will enable the future researchers to analyze and
recommend a new perspective on the bases of the students’ response and performance
since the respondents of this study are the teachers.

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Example 2
Title of Study: Interest and Confidence in Mathematics and Science: Precursors in Choosing
the STEM Strand by AizaDumapias and Victor T. Tabuzo (March 19, 2018)
Source: https://bit.ly/2VGEWlR

Recommendations
With the conclusions presented from this study, the following recommendations are hereby
suggested:

1. For Policy Makers

The Department of Education must provide necessary teaching-learning materials that will
enhance the interest of the students. These materials should never be a burden for the teachers
alone. Many materials are being developed through research and DepEd can utilize these to
foster interest and confidence in math and science and thus increase the interest in pursuing the
STEM field. With this, it can be expected that STEM enrollment will increase in the succeeding
years.

2. For the Teachers

With the big role teachers play inside and outside the classroom, it is important that they
themselves recognize the existing interest of the learners in mathematics and in science. Their
teaching strategies, activities, and even their personalities must promote, develop and sustain
interest in their students. Proper encouragement and words of wisdom must be part of their
lessons and not just mere content teaching. Once interest is sustained, learners will be confident
and will be interested in pursuing the STEM strand.

3. For the School Administrators

Schools must implement more math and science related programs that can stimulate the interest
and confidence of the students. Math and science camps must be conducted regularly.
Competitions must be open not only for the advanced but also for those who are not that
confident. When they experience the feeling of participating in competitions, their interest and
confidence may develop and their STEM interest may increase.

4. For the Parents

The influence of the family, parents in particular, was highlighted in this study. So it is important
that parents recognize and perform their role to the fullest in guiding and encouraging their
children to pursue the STEM career. Parents should develop a positive atmosphere at home
regarding the career path of the students especially towards STEM.

5. For Future Researchers

Further studies may be conducted and investigations may focus on the academic performance of
those who wish to pursue STEM. This is to see whether they are doing good in math and science
that is why they are pursuing STEM or not. Also, studies may be conducted on the performance of
those enrolled in STEM for the current school year. This is to see whether they are doing good
because they were interested in the strand or they were just forced to enroll in the said strand.
In addition, further investigations may be done concerning the factors behind the low STEM
enrollment. This study in particular, has established the relationship between the interest of the
students in math and science and their interest in pursuing the STEM strand. However, despite
the high interest in the two variables, researchers must find thereason that will explain the low
turnout of enrollees in the STEM strand. Focus may be given on the number of schools offering
STEM and the accessibility or proximity of these schools to the students interested in STEM. Also,
looking at the local and the profile of the students may expose the factors that could overshadow
the interest of the students in pursuing the STEM strand. Lastly, studies may be conducted on the
impression of the students on the different strands and tracks of SHS which could explain why
they choose other tracks despite their existing interest in STEM.

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 What’s More

Activity 1
Read the sample recommendationand answer the following questions on a separate
piece of paper:

1. To whom the researchers addressed the recommendations of this study?

2. Was the recommendations comprehensive? What was lacking?
3. Write an outline of the recommendations below.
“Reading Comprehension Skills and Performance in Science Among High School
Students in the Philippines” by Ombra A. Imam, Maripaz Abas Mastura, Hajri Jamil and
Zurida Ismail (Source: http://apjee.usm.my/APJEE_29_2014/Art%205(81-94).pdf)

Recommendations
Thus, the government and other concerned agencies can initiate some bold steps towards
improving both reading and science achievements of students by considering the following
initiatives:
First, the high school students’ low performance in science as indicated in the present
investigation findings may call for serious policy implications for the Department of Education
(DepED) and other education stakeholders. In this case, the DepEd should continuously
examine and apply a dynamic and relevant curriculum to address the pressing needs and
problems of high schools regarding science education. It should formulate and adopt a long-
term and short term work plans as bases of school administrators in their design and execution
of school-based plans to reach desired NAT performance level of students in science.
Second, enhancement of the level of performance in reading comprehension skills particularly
understanding vocabulary in context, noting details, predicting outcome, and drawing conclusion
needs to be done. As much as possible, all elements of reading skills should be developed well
in the first year high school students to achieve the DepEd target mastery level of performance.
School heads should monitor science teachers on integration or application of reading skills in
teaching and learning processes because acquisition of these skills will generally help effect
better learning in science.
Third, to facilitate proper acquisition of skills essential to reading comprehension as well as to
ensure application of such skills in science education, teachers should be made aware of the
powerful relationship between meaningful science learning and reading comprehension through
professional development on pedagogy, reading instruction and science content. Research
findings (e.g. Guthrie, Wigfield, &Perencivich, 2004) clearly indicate the positive effect of
integrating science with reading comprehension on student outcomes in both science and
reading.
Fourth, English and science teachers should strengthen their delivery of instruction and conduct
remedial teaching or follow up sessions whenever necessary. Students should be given in-depth
instruction in science and reading including opportunities for hands-on activities, writing and
discussion of science ideas and concepts as well as directed reading in the content area related
to specifically to the science concepts being learned.
Fifth, the high schools should conduct periodic monitoring and assessment of those students
with low mastery in reading comprehension and11poor achievement in science. In this way, the
 What I Can Do

Task: Writing Recommendations

Directions: Perform the following tasks. You may write or encode your answer in a long bond
paper. Submit your output to your teacher for checking.
Write specifically the recommendations needed for your research study. Write also the
recommendations as to how future researchers will address the limitations you discovered in
your study. Write your answers on the spaces provided below.
Practical Recommendations:
_________________________________________________________________________
_________________________________________________________________________
How future studies can address the limitations of your research study
_________________________________________________________________________
_________________________________________________________________________

Rubric for checking the Conclusion and Recommendations of Research Study

Assessment

Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.
1. Theoretical implication should
A. be indicated in your recommendations
B. reflect the results and findings based on reality
C. reflect against literature presented in your theoretical part
D. be an important theory

2. No matter how two research studies are similar, recommendations can be

different and are heavily dependent on the situation that arose.
A. True B. False
C. Sometimes true D. Sometimes false

3. What is the last step in the research process?

A. Recommendation B. Questionnaire
C. Data analysis D. Conclusion

4. Practical Implication is simply

A. the reality that would happen if certain situations are satisfied
B. the vague imagery of your research
C. the practical ways of doing things
D. implies good practice

5. In final oral presentations, the audience expects you to present your work in
summary.
A. True B. False
C. Sometimes true D. Sometimes false

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6. Recommendations should
A. explain the methodology of your study.
B. discuss the benefits of the participants.
C. be long and narrated like a story.
D. provide a beneficial guide to resolve certain issues that can possibly result in
a
beneficial outcome.

7. The easiest part for a researcher to present is the discussion of findings and
limitations, conclusions and recommendations.
A. True B. False
C. Sometimes true D. Sometimes false

8.In writing your conclusion, use

A. high jargon sentences.
B. a clear and simple language.
C. highfalutin words.
D. mathematical symbols.

9. Recommendations should consider how future studies can address the limitations
you encountered in your research.
A. True B. False
C. Sometimes true D. Sometimes false

10. Research implications must be both theoretical and practical.

A. True B. False
C. Sometimes true D. Sometimes false

11. A good conclusion should ______.

A. discuss the researcher’s own ideas about the topic under study
B. discuss relevant literatures
C. makes logical connections between the various parts of the arguments
starting from the hypotheses
D. discuss the methodology of the study

12. Research Implications are basically the conclusions that you draw from your
outcomes.
A. True B. False
C. Sometimes true D. Sometimes false

13. Your conclusion should address or answer

A. the questions of the panelists.
B. every research inquiry you have in your research study.
C. your own doubts.
D. the queries of the previous researchers.

14. A good research study should also highlight areas for future research.
A. True B. False
C. Sometimes true D. Sometimes false

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15. Recommendations are proposals regarding the best course of action to take as a
result of your review of related literature.
A. True B. False
C. Sometimes true D. Sometimes false

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