Chapter 4 and 5

Practical Research 2
Finding Answers
Through Data
Collection
Instructor:
Jaydee G. Paid, MA, LPT
Mindanao State University-Gensan
Senior High School
1
Structure of Chapter 4 (Results and Discussion)
 Introductory Paragraph
 Restating of general and/or specific research questions/objectives
 Results
 Results corresponding to research question/objective 1
 Discussion of results corresponding to research question/objective 1
 Link to related literature and studies
 Link to existing theories
 Alternative explanation (if there is any)
Finding Answers Through Data Collection

2
Structure of Chapter 4 (Results and Discussion)

 Discussion of the implication of the overall results

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

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Results Section
 It presents the data that you have collected. This portion limits itself in the
presentation of facts and key findings as they are.
 The results portion is presented in textual and tabular or a graphical
forms.

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Guidelines for Writing the Results Section
 The results section must be anchored on your research questions

and objectives.
 These questions and objectives shall be restated at the beginning of the
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 result
section.
 Take caution in using non-prose materials in the results.
 Make sure that the non-prose material is aligned with the purpose of
presenting the data. Describe the findings suggested by your graphical
representation and include basic details such as its title, legend used,
and labels for the values.

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 Make sure that your results section can be distinguished from the
discussion section which will be subsequently follow.
 Avoid explaining the possible reasons behind your results. Refrain as well
from connecting your findings to the previous studies related to your
research. These details should be instead found in the discussion
portion of your research.
 Observe accuracy, conciseness, and comprehensiveness in writing
your results section.
 Accuracy entails practicing objectivity. You have to make sure that the
results section is founded only on facts.
 This also means that the you are required to cite negative results as a
way of showing honesty in your findings.
 Use past tense in your findings. This is to acknowledge that the findings
apply exclusively to your research, and are not considered as facts.

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 Keep in mind that the results section needs to be reader-friendly.

 Use subheadings, which will make the results section more organized and
easier to understand.
 Use two-dimensional graphical representations.

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Discussion Section
 It provides the explanation for the results that they have reported. At this
juncture, relate the findings to other studies related to your own, as well as your
research questions or objectives.
 The discussion portion is an important part of research paper because it provides
understanding and explanation to the phenomena with enough depth.

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Guidelines for Writing the Discussion Section
 Discussion section must be anchored on your research objectives or

questions.
 Research objectives or questions are the foundation of your study. Thus, your
discussion must attempt to explain the findings in a way 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 one of them.
 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 also adapt the related studies in review and explaining your findings. If
necessary, you can survey additional studies to support your findings. Make sure
however, that the studies will also be incorporated in the literature review later
on.

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 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.
 Avoid showing negative bias towards other researchers in your discussion,
even if their findings differ highly from your own. You may state how your
findings contradict those of other researchers, but make sure to do this
objectively.
 Even though your discussion should be offered on other studies, write it
as your own take on the findings.
 Your alternative explanation of the findings will serve as your contribution to
the field of study. Take note that this explanation should not repeat the report
of your results section; cite the possible reasons behind the findings you have
obtained
 Make sure that your claims are supported by your data; refrain from making
unwarranted speculation which go beyond them.

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 The general content of your discussion must have a specific flow.

 Start your discussion with your general findings; afterwards, proceed
to the more specific aspects. Finally, you may end your discussion with a
brief overview of the practical and theoretical implications of your
findings.
 A detailed discussion of the implications of your findings is typically
written in the conclusion section.
 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 at a
certain point in the discussion. Finally, you have to be consistent in what
key terms to use throughout the discussion of word confusing your
readers.

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 Observe other conventions in writing your discussion section.

 For instance, 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 and explaining these aspects.
 Be careful in your usage of verb tenses throughout the discussion; use
present tense and to establish facts and past tense for claims and
findings of prior studies.
 Make sure to cite the sources you will use throughout the discussion.

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Reporting and Sharing

Findings
Instructor:
Jaydee G. Paid, MA, LPT
Mindanao State University-Gensan
Senior High School
14
Structure of Chapter 5 (Summary of Findings, Conclusion, and

Recommendation)
 Summary of Findings
 Findings corresponding to research question/objective 1
 Conclusion
 Conclusion corresponding to research question/objective 1
 Recommendation
Reporting and Sharing Findings

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Summary of Findings, Conclusions Drawn, and

Recommendations for Future Explorations
 Composed of several subsections: summary of findings, conclusions drawn,

limitations of the study, and useful recommendations for future explorations
in your field of study.
 May be collectively written or numbered (regarded as subsections).

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 Summary of Findings
 Briefly restates your major findings that corresponded to each of the
research questions or objectives.
 Each research question or objective should be accompanied by its own
summary of findings.
 Each summary must be written in only one or two sentences.

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 Summary of Findings (Guidelines)

 Refrain from providing detailed figures or elaborating your major
findings. These detailed findings have already been looked in the results
and discussion section. One short statement that responds to each of
your research questions/objectives is sufficient.
 Avoid making interpretations and conclusions from findings when writing
the summary. It is a condensed version of your results.
 Be direct and brief in writing your summary.
 Refrain from introducing new data in your summary.

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 Conclusion
 While the summary provides the condensed version of results, the
conclusion discusses the generalization, deductions, and inferences.
 Findings answers “What happened?”; Conclusion answers “Why did it
happen?”
 Conclusions interpret the findings or results of an investigation.
(Opinions drawn from established fact/findings)
 Example:
 Result: You overspend your grocery budget and arrive home without everything
you wanted and needed, and other items that you don't need.
 Conclusion: You are an impulsive grocery shopper, can't remember what you
needed without a list, and spend more than you can afford.

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 What conclusion(s) can we draw from the following results?

 Result: Music lessens the anxiety level of teenagers.
 Result: There is no significant relationship between academic
performance and peer pressure among junior high school male students

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 Conclusion
 The conclusion should also answer the “so what” question.
 If you are dealing with a current problem, you can emphasize how the
problem could have ill consequences of left unattended.
 If you are working on a theoretical knowledge, you should show where
this knowledge could be useful for other scholars in particular and for
people in general.
 If you are writing an issue that needs to be acted upon, you should
clarify what action is expected of the reader and how urgent this concern
is.

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 Conclusion
 Aside from generalizations from your findings, the conclusion state the
implications of your study. This means that you need to identify what
areas of concern or issues in the field of study can be examined and
addressed based on your findings.
 Implication is different from significance of the study. Implications of
your findings relates to the different issues which can be looked into in
accordance with your findings. On the other hand, the significance
of your study focuses more on listing the people and entities that
will benefit from your research

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 Conclusion
 Research implications suggest how the findings may be important for
policy, practice, theory, and subsequent research. Research implications
are basically the conclusions that you draw from your results and explain
how the findings may be important for policy, practice, or theory.
 Practical implications relate to the issues in real-life contexts that
can be addressed through findings.
 Theoretical implications relate to the issues concerning the
support, refutation, and implementation of existing models and
concepts in your field of study. Also, it expounds how your findings
can pave the way for new studies in the field.
 Methodological implications relate to the issues concerning
materials and process in research.

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 Conclusion (Guidelines)
 Avoid merely summarizing your findings; instead use your findings in
making inferences.
 Ensure that each conclusion is supported by evidence or data that you
have gathered. Refrain from making speculations not backed up by your
data.
 State the conclusions briefly and clearly.
 Limit your conclusion to your participants, and refrain from claiming that
it applies to other populations or contexts. For example, if your study is
about school A and it is clearly not representative of all schools of the
same category (e.g., private school), avoid extending the conclusion to
school B, C, D, or E.

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 Conclusion (Guidelines)
 Refrain from using numerals and figures in your conclusion. Remember
that this portion of your paper is not focused on introducing data
explaining your findings.
 Avoid using terms in your conclusion that implies doubts. This words
include maybe, perhaps, and possibly. Instead, you may use the phrase
“the evidence suggests…” in stating their conclusion.

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 Recommendations
 After drawing the conclusions, you can now write your recommendations.
The recommendation subsection of your paper has two functions:
 The first function relates to the implications of your findings. While
the implication identify the areas of concern that can be addressed
based on the findings, the recommendation provide an actual course
of action through which this areas of concern to be addressed.
 The second function is considered with stating how future studies
can address the limitations in countering your research. For
instance, if the sample size is one of the limitations of your study, You
may state that future studies can increase the number of participants
involved.

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 Recommendations (Guidelines)
 Make sure that your recommendations are in accordance with the
conclusions and limitations of your study. Furthermore, align your
recommendations with the purpose and scope of your research.
 Make your recommendations as specific as possible for them to become
workable and practical.
 Write your recommendations concisely and clearly. This will help the
readers immediately recognize the impact of your study.
 As much as possible, refrain from offering recommendations that would
have been easily addressed as you were conducting your study.
Otherwise, this might be construed only as an afterthought.

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The current study sought to determine the extent and the relationship among
reading strategies employed by ESL learners across different text types.
Since students tend to use a fix set of Since the findings suggest that
The findings revealed that reading strategies regardless of text students rarely use graphic
ESL learners generally apply types, it will be useful if they develop organizers to learn and
a wide range of strategies their skills in integrating all of these comprehend texts, teachers
consistently when reading readings strategies, in order to enable
need devote more time to
different text types. them to effectively use this strategy
helping them use this reading
simultaneously (Harrison, 2004).
strategy during reading tasks.
This can be done by frequently
If the students know the specific incorporating the preparation of
ESL learners tend to use strategies appropriate for a particular graphic organizers after the
global reading strategies text type, they will be able to adjust students have read a particular
more extensively than the their strategies for more efficient text.
other two factors across text reading.
types.
Teachers may use the findings of
As for teachers, the current findings the study to enhance their
will help them explore ways on how assessment practices. Through
they can provide instruction in formative assessment, they can
reading strategies not in isolation but utilize their understanding of
integratively. The reason for this is reading strategy use for helping
that the efficient readers do not use learn as much as their strategies
the strategies in isolation; rather, to their own learning style and
they use multiple reading strategies needs, as well as the demand of
while reading a particular text. the reading tasks.

28

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Practical Research 2

Structure of Chapter 4 (Results and Discussion)

Finding Answers Through Data Collection

Structure of Chapter 4 (Results and Discussion)

 Results corresponding to research question/objective 3

Finding Answers Through Data Collection

Results and Discussion Section

Finding Answers Through Data Collection

Finding Answers Through Data Collection

Guidelines for Writing the Results Section

 The results section must be anchored on your research questions

Finding Answers Through Data Collection

Guidelines for Writing the Results Section

Finding Answers Through Data Collection

Guidelines for Writing the Results Section

 Keep in mind that the results section needs to be reader-friendly.

Finding Answers Through Data Collection

Finding Answers Through Data Collection

Guidelines for Writing the Discussion Section

 Discussion section must be anchored on your research objectives or

Finding Answers Through Data Collection

Guidelines for Writing the Discussion Section

Finding Answers Through Data Collection

Guidelines for Writing the Discussion Section

 The general content of your discussion must have a specific flow.

Finding Answers Through Data Collection

Guidelines for Writing the Discussion Section

 Observe other conventions in writing your discussion section.

Finding Answers Through Data Collection

Reporting and Sharing

Structure of Chapter 5 (Summary of Findings, Conclusion, and

Reporting and Sharing Findings

Summary of Findings, Conclusions Drawn, and

 Composed of several subsections: summary of findings, conclusions drawn,

Reporting and Sharing Findings

Summary of Findings, Conclusions Drawn, and

Reporting and Sharing Findings

Summary of Findings, Conclusions Drawn, and

 Summary of Findings (Guidelines)

Reporting and Sharing Findings

Summary of Findings, Conclusions Drawn, and

Reporting and Sharing Findings

Summary of Findings, Conclusions Drawn, and

 What conclusion(s) can we draw from the following results?

Reporting and Sharing Findings

Summary of Findings, Conclusions Drawn, and

Reporting and Sharing Findings

Summary of Findings, Conclusions Drawn, and

Reporting and Sharing Findings

Summary of Findings, Conclusions Drawn, and

Reporting and Sharing Findings

Summary of Findings, Conclusions Drawn, and

Reporting and Sharing Findings

Summary of Findings, Conclusions Drawn, and

Reporting and Sharing Findings

Summary of Findings, Conclusions Drawn, and

Reporting and Sharing Findings

Summary of Findings, Conclusions Drawn, and

Reporting and Sharing Findings

Reporting and Sharing Findings

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