Writing Chapter IV

(Presentation, Analysis, and

Module 6 Interpretation of Results) and
Chapter V (Summary, Conclusions,
and Recommendations
Overview

In the previous module, you learned about the parts of Chapter III where you defined the methodology
of the research, including the research design, sampling, and research instruments, among others. This
module will bring you to how you will present data, analyze them and interpret them, and eventually
summarize them. This is the chapter which will give answers to your objectives.

Learning Outcome

After learning the module, you are expected to write the parts of Chapter IV and V of the research
proposal based on your approved title.

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Lesson 6.1 Presentation, Analysis, and Interpretation of Results

In this chapter, do the following:

 Organize and divide the section into components or topic, each of which is titled according to the
objectives of the study.
 Present only relevant data.
 In reporting data, choose the medium that will present them effectively. It will be helpful to summarize
the results and analysis through tables and figures.
 Use two types of presentation:
 Textual presentation. This should explain, supplement, or expand the contents of the tables
and figures. Do not duplicate the contents of the table. This is presented before each table.
 Tabular presentation. Results of the analysis of the data are presented in tables. Tables
present rows and columns, and usually include descriptive statistics, such as means and
standard deviations and the results of test of significance such as t and f ratios. Figures, which
are usually graphical presentation of data, may also be used. These can be used to show
relationships not evident in tabular presentations.
 Be honest and objective in presenting the result of the study. Facts, not opinion, should prevail.
 The findings are compared and contrasted with that of other cited previous studies and interpretations
are made thereof.

Example

Teachers’ attitude toward distance learning modality

Modules in Methods of Research 39 Dr. Ronato S. Ballado

 Table 4 illustrated the attitudes of teachers towards distance

learning modality. With a mean of 2.56, the different attitudes

enumerated below were averagely interpreted as less favorable by the

teacher – respondents identified in this study. This mirrored their least

favorable response of the statements that some pupils do not learn in

distance learning and it is difficult to motivate parents to help in

children’s education, with a weighted mean of 1.52 and 1.42 respectively.

However, a positive response of much favorable, with a mean of 4.00,

3.60, and 3.50, respectively, were elicited from the respondents in terms

of distance learning for learners with disability does not scare them at

all; they do not have the energy to do well in a distance learning

modality; and they see distance learning as a modality I will often use.

With the above – mentioned results, it shows that in general,

teachers posed a negative behavior and outlook in embracing and

implementing these newly introduced various distance learning modality.

Though, they recognized the potentials and benefits offered by this new

mode of instruction, they still believe that this could not help them in

effectively delivering quality instruction to the learners. Especially

that they are dealing with the young minds of the pupils and motivations

of other stakeholders are difficult to establish.

These findings run parallel with the findings of Baloran (2020)

that attitudes of most of the educational professionals are not favorable

towards distance learning. In the current study, several factors are

responsible for not finding distance teaching as useful as it could be.

Teaching skills to kindergarten pupils during the pandemic could not be

achieved using distance learning, parents do not take distance learning

Modules in Methods of Research 40 Dr. Ronato S. Ballado

 seriously enough, and most parents could not understand the instructional

material through distance learning.

In addition, the present study’s findings are similar to that of

Bolliger and Wasilik (2020) that majority of educational professional

found that distance learning for children with special needs is not

productive as the pupils and parents are not much serious in learning

scheme. Besides, cheating and dishonesty is more prevalent in distance

classes which make it less attractive. Distance learning classes are

found to be less interactive when compared to traditional class.

Table 4
Teachers’ attitude toward distance learning modality

Teacher's Attitude WM Interpretation

Distance learning for learners with disability 4.00 Much favorable
does not scare me at all.
I do not have the energy to do well in a 3.60 Much favorable
distance learning modality.
I see distance learning as a modality I will 3.50 Much favorable
often use.
I think I could not handle problems in a 3.22 Favorable
distance learning modality.
I see a lot of potential with distance learning 3.20 Favorable
modality.
I am happy to teach pupils using distance 3.00 Favorable
learning.
I am unable to think clearly when working with 2.90 Favorable
the modules for my kindergarten pupils.
Learning would succeed in a distance learning 2.60 Favorable
class.
Teaching skills to kindergarten pupils during 2.52 Less favorable
the pandemic could not be achieved using
distance learning
It does not bother me at all to teach special 2.50 Less favorable
pupils using modules.
Distance learning seems to be hard for me. 2.10 Less favorable
Parents do not take distance learning seriously 2.10 Less favorable
enough
Most parents could not understand the 2.09 Less favorable
instructional material through distance
learning
I am not at ease about the idea of distance 2.00 Less favorable
learning.
Distance learning has been my worst experience 2.00 Less favorable
in teaching kindergarten pupils.

Modules in Methods of Research 41 Dr. Ronato S. Ballado

 Parents do not make efforts to follow up their 1.84 Less favorable
child’s progress
1.52 Least
Some pupils do not learn in distance learning
favorable
It is difficult to motivate parents to help in 1.42 Least
children’s education favorable
Mean 2.56 Less favorable

Source: Giray, M.B. (2021) Profile, Home Environment, Teacher Attitude and Pedagogical Strategies, and
Academic Performance of Children with Special Educational Needs: Inputs for an Inclusive Education
Framework for the Division of Northern Samar. Unpublished Dissertation, University of Eastern Philippines,
Catarman, Northern Samar

Lesson 6.2 Summary, Conclusions, and Recommendations

Summary

This section presents in brief and very concise terms the major findings which answers the sub-
problems or hypothesis.

Conclusions

In this section,
 State your conclusion and how you arrive at them.
 Avoid making broad generalizations not adequately supported by your data.
 Mention practical implications that can be drawn from your finding. These are statements which refer
to the meanings and/or relation of the finding and conclusions to a group of persons with which the
results of the study have bearing or use.

Recommendations

For this part,

 Present suggestions for future research of future action which are based on the findings of your study.
 Make any recommendations as long as it has logical connection with your findings and conclusions.
 Recommendations can be:
1. Specific. These recommendations are focused on the study’s findings and conclusions.
2. General. These recommendations point out suggested measures which concerned institutions
and government may undertake and implement for the betterment of society. Suggestions for
further investigation in the same field may be made.

Lesson 6.3 Other Parts in the Research Report

Title Page

This contains the title of the study, the name and degree of the researcher and the month and year of
submission.

Modules in Methods of Research 42 Dr. Ronato S. Ballado

Approval Sheet

This contains the endorsement of the adviser on the work either for pre-oral defense or final defense.
This also includes the names and signatures of the panel members and the Dean of the Graduate
Studies/School.

Table of Contents

This contains the name of the preliminary parts, the Chapters, and the Appendices and their
corresponding page numbers.

Abstract

The abstract contains the summary of the study highlighting the objectives, methodology, findings and
conclusions of the study. Abstracts of researches submitted for journal publication usually are limited to 150
– 250 words.

List of Tables and Figures

A list of the names of the tables and figures and the corresponding page numbers is found in this part.

Acknowledgment

Expression of gratitude to individuals or organizations which have contributed in the realization of the
research is the meat of this part.

Dedication

Individuals to whom the research is dedicated to are cited in this part.

Literature Cited

List in this section all the sources or references, alphabetically by author’s last names, that you use in
writing the report. These references, will of course, appear in the body of the report as footnotes. In fact,
every, source that you have cited in the footnotes must be included in the Literature Cited, and every entry
that you have listed in the Literature Cited must appear in the footnotes.

Sources can be classified into:

 Books(including dictionaries, encyclopedias, and handbooks)
 Periodicals (journals, magazines, newspapers)
 Unpublished materials (theses and dissertations)
 Electronic sources (internet-based sources)
 Other sources (speeches, interviews, monographs, lectures, flyers, brochures. Etc.)

In the module on writing Chapter II, you learned about how to prepare the Literature Cited part using
the APA style.

Modules in Methods of Research 43 Dr. Ronato S. Ballado

Appendices

Include in this section information and data pertinent in your study but which are either not important
to be included in the body of the report. Entries which could be part of the appendices are:
 Permission to conduct the study
 Letters to the respondents or other persons whom the researcher communicated to during the
data-gathering procedure
 Computations of tests, test of difference and relationships
 Questionnaires and other research instruments
 Raw data

Biographical Sketch or Bio-note

This contains a narrative personal information about the researcher/s.

Concept In reference to your approved title, write the parts of Chapter IV and V of
your proposal
Check 6

SUMMARY

In this module, you learned the parts of the last two chapters of the research. You were taught that the
last two chapters contain the answers to your objectives. These parts also contain your distinct contribution
to the field of knowledge.

REFERENCES

Guidelines in Thesis/Dissertation Writing. Graduate Studies, University of Eastern Philippines

Librero, F, et al. DevC204 (Modules in Communication Research and Evaluation). University of the
Philippines – Open University
Zulueta, F.M. & Costales, N.E.B. (2005) Methods of Research, Thesis Writing and Applied Statistics.
Mandaluyong City: National Bookstore, Inc.

Modules in Methods of Research 44 Dr. Ronato S. Ballado