Practical Research 2 Grade Level

Learning Area 12
W7-8 Quarter
3/4 Date 7-8

I. LESSON TITLE Conclusions and Recommendations

II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 30 minutes)
● Draws conclusions from research findings
● Formulates recommendations
● Conclusions and Recommendations

Recall that in the previous lessons, you were asked to collect data and presents and interpret it using statistical techniques.
In the next two weeks of learning Practical Research 2, you will be asked to draws conclusions from research findings
and formulates recommendations.
Conclusion and recommendations are important in the research process. Conclusions interpret the findings of the
research. It answers the statement of the problem and accepts or rejects the hypothesis. Recommendations come after the
conclusions, these are the researcher’s opinions supported by the research findings. Usually, recommendations propose a
solution, a gap in the research that needs more investigation, and the next step in research.
Drawing valid conclusions involves carefully collecting and reviewing evidence and making judgments that will
withstand scrutiny. As a writer, you are presenting your conclusions for others to review, so you must be convincing based on
the evidence you present in your paper.
To test the validity of your conclusions, you will have to review both the contents of your paper and the way in which
you arrived at the content. You may ask yourself questions, such as the ones presented below, to detect any weak areas in
your paper, which in turn may lead to weaknesses in your conclusions. Notice that some of the questions relate to your
process, others to your sources, and others to how you arrived at your conclusions.

(image from Google.com)

IV. LEARNING PHASES AND LEARNING ACTIVITIES

Recommendations are arguably the most important part of the analysis phase—this is where you’ll suggest specific
interventions or strategies to address the issues and constraints identified in the assessment. It should directly respond to key
findings arrived at through data collection and analysis. A process of prioritization is essential to narrowing down findings, and
once this is done, recommendations should be developed that align with the most important findings.

Recommendations should be one-sentence, succinct, and start with an action verb (create, establish, fund, facilitate,
coordinate, etc.). They should use a “SMART” format (Specific, Measurable, Attainable, Realistic, Timely). Each
recommendation should be followed by a few sentences of explanatory text. In addition to being “SMART,”
recommendations should be feasible. A final consideration for recommendations is timing. Often solutions to identified
problems are sequential, building upon intermediate steps.

D. Development (Time Frame: 60 minutes)

Learning Task 1: Find the answers

Directions: Find the ten (10) words that is associated in finding research results, conclusions and recommendation by
encircling it on the puzzle below. It could be find horizontally, vertically and across.

E. Engagement (Time Frame: 60 minutes)

L Learning Task 2: Close the Open Ended Questions

Directions: Answers the following questions precisely:

1. Why do the Conclusions and Recommendations important in the research process?

2. What is the significant effect on the poor construction of conclusions and recommendations?
IV. LEARNING PHASES AND LEARNING ACTIVITIES
A. Assimilation (Time Frame: 350 minutes)

Finalize your study with the following parts. Submit it to your research teacher using in A4-sized bond paper, 1-inch margin in
all sides, Arial – 12 font. You may submit a printed copy or a digital copy to be sent via email.

1. Summary of findings
2. Conclusions
3. Recommendations
V. ASSESSMENT (Time Frame: 30 minutes)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)

Directions: Choose the correct answer. Read each questions carefully.

1. The last part of the research/thesis is the:

a. Analytical framework
b. Conclusions and Recommendations
c. Methodological framework
2. The researcher based the recommendation to the:
a. Conclusions
b. Researcher’s gut
c. Stipulation of stakeholders
3. The conclusion is:
a. Aspiration the researcher has
b. The hunch the researcher has
c. The judgement or final decision
4. Recommendations should be:
a. Achievable
b. Ambitious
c. Complicated
5. Where should research’s over all conclusion can be seen by the readers?
a. Chapter III
b. Chapter IV
c. Chapter V

VI. REFLECTION (Time Frame: 10 minutes)

• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES https://www.umgc.edu/current-students/learning-resources/writing-center/online-

guide-to-writing/tutorial/chapter4/ch4-21.html

Prepared by: Rico A. Herrero/Vina H. Retusto Checked by: Dr. Isabelita R. Hizon, Raul B. Chua Jr.