SHS

Practical Research 1
Quarter 4: Week 7 & 8Module 4:
Conclusions and Recommendations
Practical Research 1
Grade 11 Quarter 4: Week 7 & 8 - Module 4: Conclusions and
Recommendations
First Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Marlon U. Ligas Ph.D

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph.D

AssistantSchools Division Superintendent

German E. Flora, Ph.D, CID Chief

Virgilio C. Boado, Ph.D,EPS in Charge of LRMS

Rominel Sobremonte, Ed.D, EPS in Charge of Science

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II
 Target

This module was designed to form credible conclusions from themes

and patterns. The knowledge that they will gain from this module will serve as a
tool for students to develop their ability to draw conclusions from what they have
read and see. Moreover, they will be the basis for some ideas as reference for further
or new research studies.
At the end of this learning module, learners are expected to draw conclusions
from patterns or themes and formulate recommendations based on the formulated
conclusions. The learners are expected also to carry out the proper referencing of
their research paper. The following are the lessons contained in this module:

Lesson 1 – Draws conclusions from patterns and themes (CS_RS11IVg-j-1)

Lesson 2–Formulates recommendations based on conclusions

(CS_RS11IVg-j-2 )

Lesson 3 - Lists references (CS_RS11IVg-j-3)

After this discussion, you are expected to have the ability to…

1. describe the purposes and characteristics of the conclusion of the study;

2. determine the guidelines for writing the conclusion; and,

3. write your own research conclusion

4. discuss how patterns and themes are explained in connection to

research problem;
5. explain the created patterns and themes from the given data; and

6. formulate recommendations based on the conclusion of the study;

7. determine the guidelines for writing recommendations; and,

8. write your own recommendations

9. Enumerate the purpose of references/citations

10.evaluate the accuracy of citations or references to the reading materials

 PRE-TEST

Direction: Read the following questions carefully. Choose the letter

of the best answer. Write your answer in a separate sheet of paper.

1. What is a conclusion in research?

A. It is the beginning of a new study.
B. It presents the methods used in interpreting data.
C. It presents the researcher’s recommendations to improve the study.
D. It serves to answer the research questions at the Statement of the
Problem.

2. Which of the following is a characteristic of a research conclusion?

A. It is used for collecting data.
B. It gives other researchers ideas for new studies.
C. It gives the generalization of the findings of the study.
D. It is a long essay that retells the progress of the researcher.

3. Which of the following statement is NOT a proper guideline in writing the

research conclusion?
A. It must be as long as possible.
B. It must not present new ideas for research projects.
C. It must reveal the results of the qualitative data analysis.
D. It must provide an answer to every research question or problem
presented.

4. This is done by categorizing pieces of data according to similar characteristics.

A. Counting
B. Clustering
C. Comparing and Contrasting
D. Noting patterns and themes

5. Which of the following should NOT be included in the conclusion?

A. Answer to the research problem
B. Findings of the qualitative data analysis
C. Summary of the discoveries or the study
D. Personal opinions and recommendations

6. These are specific suggestions for making use of the findings of the study.
A. conclusions
B. recommendations
C. significance of the study
D. statement of the problem
7. Which of the following could be included in writing a recommendation?
A. respondents’ profile
B. results of the data collection
C. conclusions and findings of the study
D. suggestions for intervention, innovations, or inventions

8. This guideline means that the recommendations must be written as concisely as

possible.
A. brief B. clear C. logical D. precise

9. This guideline means that the recommendations must be based on actual

findings of the study.
A. brief B. clear C. logical D. precise

10. In what form should the recommendations be written?

A. table form B. matrix form
C. paragraph form D. bulleted list form

11. What best describes the rightness or wrongness of plagiarism?

A. Always wrong because it is theft and fraud
B. Plagiarism is not a right or wrong kind of thing
C. In some situations, it is OK
D. There is nothing wrong with it

12. If you forget to cite a source in your paper, that is still plagiarism.
A. True B. False C. Excused D. Acceptable

13. Which of the following requires proper citation?

A. When I include my own ideas that are unique to the paper I am writing.
B. When I refer to my own papers that I have previously written.
C. When I composed my own idea using my experiences
D. None of the above

14. Which of the following is NOT a true purpose for citation?

A. Citation recognizes the authors you are referencing.
B. Citation is used to distribute money for royalties.
C. Citation allows your readers to confirm that you aren’t just “making stuff
up.”
D. Citation gives authority, validity and credibility to other people’s claims,
conclusions and arguments.

15. For a class assignment that students are to complete individually, Chi
and Juan decide to collaborate. Chi compiles research notes while Juan
identifies the main findings, and both write their own original research
papers. What is this?
A. Unethical collaboration
B. Plagiarism
C. Both unethical collaboration and plagiarism
D. Acceptable collaboration
 Lesson 1: Drawing Conclusions From Patterns
and Themes

Jumpstart

Let us talk about concepts, principles and processes. There is a

question after the discussion.

Characteristics of Conclusions
Prieto, Naval, & Carey (2016, 166-167) lists four characteristics of a research
conclusion:

1. The conclusion presents the interpretation and generalization of the study

based on its findings. Once you have finished interpreting the data through data
analysis, you must summarize it all in a statement that contains the results of your
study.
2. It appropriately answers the research questions and problems raised at
the beginning of the investigation.

3. It must point out what was factually learned from the study. It must
reveal the things you discovered from the research.

4. It must be formulated concisely. It must be brief and short, but it must

convey all necessary information from the investigation.

Pointers in Writing Conclusions

1. Explain your point in simple and clear sentences

2. Use expressions that center on the topic rather than on yourself, the
researcher.
3. Include only necessary items; exclude any piece of information or
picture not closely related to your report.
4. Have your conclusion contain only validly supported findings instead
of falsified results.
5. Practice utmost honesty and objectivity in stating the results of your
critical evaluation of outcomes that you expect to support your
conclusions.
 Discover

There is an important idea that you need to know. Please take

time to read it!

What are Patterns & Themes from Data?

A theme is generated when similar issues and ideas expressed by

participants within qualitative data are brought together by the researcher into a
single category or cluster. - This ‘theme’ may be labeled by a word or expression
taken directly from the data or by one created by the researcher because it seems
to best characterize the essence of what is being said.

Techniques to Identify Themes in Qualitative Data

1. Word Repetitions - We begin with word-based techniques. Word

repetitions, key- indigenous terms, and key-words-in-contexts (KWIC) all draw on a
simple observation—if you want to understand what people are talking about, look
at the words they use. Word repetitions can be analyzed formally and informally. In
the informal mode, investigators simply read the text and note words or synonyms
that people use a lot. A more formal analysis of word frequencies can be done by
generating a list of all the unique words in a text and counting the number of times
each occurs.
2. Indigenous categories - Another way to find themes is to look for local
terms that may sound unfamiliar or are used in unfamiliar ways. Patton (1990:306,
393-400) refers to these as "indigenous categories" and contrasts them with
"analyst- constructed typologies." Grounded theorist refers to the process of
identifying local terms as in vivo coding (Strauss 1987:28-32, Strauss and Corbin
1990:61-74).
3. Key-words-in-context (KWIC) - Are closely associated with indigenous
categories. KWIC is based on a simple observation: if you want to understand a
concept, then look at how it is used. In this technique, researchers identify key
words and then systematically search the corpus of text to find all instances of the
word or phrase. Each time they find a word, they make a copy of it and its
immediate context. Themes get identified by physically sorting the examples into
piles of similar meaning.

4. Compare and Contrast - The compare and contrast approach is based on

the idea that themes represent the ways in which texts are either similar or
different from each other. Glazer and Strauss (1967:101_116) refer to this as the
"constant comparison method.”

5. Social Science Queries - Besides identifying indigenous themes— themes

that characterize the experience of informants— researchers are interested in
understanding how textual data illuminate questions of importance to social
science. Spradley (1979:199–201) suggested searching interviews for evidence of
social conflict, cultural contradictions, informal methods of social control, things
that people do in managing impersonal social relationships, methods by which
people acquire and maintain achieved and ascribed status, and information about
how people solve problems.
Strategies on How to Infer Data

Thematic Analysis

Thematic Analysis Braun and Clarke (2006) define thematic analysis as: “A
method for identifying, analyzing and reporting patterns within data.” Thematic
analysis is a widely used method of analysis in qualitative research. In 2006 Braun
and Clarke published an article that described to novice researchers how to use
thematic analysis in a step-by-step manner. Braun and Clarke (2006) state that
thematic analysis is a foundational method of analysis that needed to be defined
and described to solidify its place in qualitative research.
The 6 Steps of Thematic Analysis:
1. Familiarization with the data: This phase involves reading and re-reading
the data, to become immersed and intimately familiar with its content.
2. Coding: This phase involves generating succinct labels (codes!) that
identify important features of the data that might be relevant to answering the
research question. It involves coding the entire dataset, and after that, collating all
the codes and all relevant data extracts, together for later stages of analysis.

3. Searching for themes: This phase involves examining the codes and
collated data to identify significant broader patterns of meaning (potential themes).
It then involves collating data relevant to each candidate theme, so that you can
work with the data and review the viability of each candidate theme.

4.Reviewing themes: This phase involves checking the candidate themes

against the dataset, to determine that they tell a convincing story of the data, and
one that answers the research question. In this phase, themes are typically refined,
which sometimes involves them being split, combined, or discarded.
5. Defining and naming themes: This phase involves developing a detailed
analysis of each theme, working out the scope and focus of each theme,
determining the ‘story’ of each. It also involves deciding on an informative name for
each theme. 6.Writing up: This final phase involves weaving together the analytic
narrative and data extracts, and contextualizing the analysis in relation to existing
literature.

Qualitative Data Analysis (QDA)

Qualitative Data Analysis (QDA) is the range of processes and procedures
whereby we move from the qualitative data that have been collected into some form
of explanation, understanding or interpretation of the people and situations we are
investigating.
Techniques in Collecting Qualitative Data

1. Observation - Observational data refer to the raw materials an observer

collects from observations, interviews, and materials, such as reports, that others
have created. - Data may be recorded in several ways: written notes, sketches, tape
recordings, photographs, and videotapes.
2. Interviewing – Hold interview as it collects data from various people from
different places, cultures and etc. ▪Documents – Try finding information from
written documents and other types of data available.
Example:

Interviewer: Do we request school facilities to DepEd?

Principal:Yes, of course Interviewer: How do we request school facilities to DepEd?

Principal:The Annual Improvement Plan should present our requirement for
facilities in our school, from there, we will go to our Superintendent, and we will
write all the needs for our school if DepEd can provide, or to MOOE (Maintenance
and Other Operating Expenses)

Interviewer: How do they approve it? Do you need to show some outlines,
plans or pictures for the project?
Principal: It is a must to show the annual improvement plan. If it is
approved, next is to do the request letter, once it is approved, DepEd will send
monitoring on the necessity, once it is confirm and they have available funds, they
will provide the budget.

Interviewer: Do the PTA Officers or Students have some contribution? If so,

what are they?
Principal: Definitely, they have, we have the authorized PTA fee, from that
fund we can have other needs to be addressed, also from authorized voluntary fee
for our other needs
 Explore

Let us check how well you have understood the lessons by

working on some of the enrichment activity/ies below. Good luck!

Activity 1. Showcasing Learned Concepts

Directions:Expound or explain with great detail the following expressions:

1. Conclusion as interpretative thinking

2. Conclusion as valid and true
3. Best evidence
4. Conclusion in relation to the review of related literature
5. Conclusion in relation to themes and patterns.

Activity 2. Answer me Baby!

Direction: Answer each question intelligently.
1. Give the connection between conclusion and themes/patterns?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Why should be conclusion the final part of your paper?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. How can drawing conclusions improve your logical thinking?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. What is falsified evidence?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. In what way do your conclusions appear unbelievable?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 Deepen

Congratulations! You have acquired knowledge on conceptual

concepts. Now its time for you to apply this knowledge.

Direction. Collect answers from 10 relatives or friends. You can do interview or use
your messenger to gather data. This is the question you will ask to the interviewee.

“Why do people buy and watch illegally downloaded or pirated copies of movies or
TV shows?”

Activity 1
Directions: What were the patterns and themes of the responses you collected for
the question? Write down the patterns and themes you observed from the
responses in your notebook.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 2
Directions: Conclude by answering the research problem. What were the main
reasons for buying and watching illegally downloaded or pirated copies of movies or
TV shows? Write your answer in your notebook.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
 Lesson 2: Formulating Recommendations Based
on Conclusions

Jumpstart

Let us talk about concepts, principles and processes. There is a

question after the discussion.

Guidelines in Writing the Recommendations

Prieto, Naval, and Carey (2016, 170-171) offer the following guidelines in writing
the recommendations:

1. It must be brief – Be specific about your recommendations and write only

what is necessary. You do not have to include every step of your suggestions. One
or two paragraphs of specific recommendations would be enough.
2. It must be clear – While you do not have to include every step to
implement your suggestion, be clear about what your suggestions are. If you want
people to initiate a program, be clear that you are recommending a program to be
initiated. If you are recommending an invention, identify what specific invention are
you suggesting.
3. It must be precise – Use the actual findings of your study as reasons for
your recommendations. What part of the findings revealed that a program must be
created? Which findings support the idea that the invention of a device is
necessary?
4. It must be written by the beneficiaries’ order of priority – List your
beneficiaries and your recommendations to them in order from those who would
benefit the most, to those who would benefit the least. Normally, recommendations
for future researchers are written at the last part after the recommendations for
other beneficiaries are given. Also, consider writing recommendations for different
levels of society that are involved in your topics, such as lawmakers, organizations,
and individual professionals.
5. It must be logical – the recommendations must be reasonably based on
the conclusions, and not from researcher conjecture. This enables the beneficiaries
to use the study as concrete proof and reason to implement the said
recommendation.
6. It must contain no new conclusions, discoveries, assumptions, or
revelations – No further conclusions or assumptions from the author must be
placed in the recommendations. While the researcher may suggest related topics
for future researchers to investigate, his assumptions about these topics must not
be included in the recommendations.
 Discover

There is an important idea that you need to know. Please take

time to read it!

As you write these recommendations, you will have to look at what you have gotten
out of your paper while also thinking about any possible ideas you might have for
later research studies. This can help with producing a strong paper that will inspire
people to think differently about whatever it is you have written and could
especially inspire new research to come about over time.

1. What Can Be Done?

When writing your recommendations, you can talk about the steps that
should be followed in future studies. These include steps that are needed to
implement particular policies or actions that you want to follow. Any resources that
would be required in the process should be explained as well. You must be specific
when talking about what you might be interested in doing in the future with
regards to making any potential studies stand out and work to your favor.
2. Explain The Benefits

You can always mention the benefits of further studies in your field. Talk
about how future studies could be used to correct problems with the current
research you have completed. You can also explain a need to fill in certain gaps
that you might not be able to get covered right now for any reason. You can always
use a timeline to help readers understand when potential developments could come
about over time.

3. How Feasible Is a Study?

Next, you should talk about how feasible certain points in your study might
be. This includes understanding whether certain ideas should be explored in
further detail later on. This works well if you are trying to talk about certain points
that might be worthwhile. You could even talk about potential new developments in
your field and whether your study is relevant to them or if additional developments
have to be incorporated into your work.

4. What Additional Research Is Needed?

There are often times when added research would be required to make it
easier for a study to go forward. Your research plans could include an analysis of
the methods of study that could work in the future and what points about a topic
could be reviewed in such studies.

The recommendations that are incorporated into your paper can certainly be
important to your work. Be certain when writing your paper that you have clear
recommendations that are easy to follow and can be utilized right and are not
overly complicated or tough to use in some way.
 Explore

Direction: Go back to Activity 2 on Lesson 1 where you concluded on the research

problem given below.

“Why do people buy and watch illegally downloaded or pirated copies of movies or
TV shows?”

Activity 1
Directions: Create a table with 5 rows and 2 columns in your notebook.
Identify at least 5 beneficiaries from the findings of your research problem. Arrange
them by order of priority (from those who would benefit the most to those who
would benefit the least) and write them down in the first column of the table. You
may include professionals or organizations among the beneficiaries.

5 Beneficiaries of your Research Reasons why they are the

Findings beneficiary?
1.
2.
3.
4.
5.

Activity 2
Directions: Write down specific recommendations to prevent piracy or illegal
distribution of movies or TV shows for the people or organizations on the second
column of the table. Use the conclusion you wrote at Activity 2 of Lesson 1 to
formulate your recommendations from.

Conclusions
Example:
The researchers conclude that the Filipino
tour guide should have enough skills and
knowledge to be an effective leader
Recommendations
The researchers recommend that the
Filipino tour guides should improve their
skills and knowledge by attending
seminars or training related to
leadership. (pls. note the connection of
conclusion to the recommendation)
 Deepen

Directions: Reflect on the questions and write your thoughts about them in your
notebook. Put your answers in the boxes provided below.

1. What similarities and differences can you find between the Significance of
the Study and the Recommendations of the research paper?

2. Why is it necessary to include a recommendation for future researchers in

this section?
 Lesson 3: Listing References

Jumpstart

Referencing Styles
There are many different styles of referencing, including Harvard, APA (from
the American Psychological Association), Chicago and Vancouver. The Harvard
referencing system is of the most popular styles and the remainder of this article
deals with this system. However, your university may prefer the use of a different
system so check with your lecturer or in your course information as to which
referencing style to use.
What is Plagiarism?

• Presenting another's ideas as if they are your own – either directly or

indirectly
• Copying or pasting text and images without saying where they came from
• Not showing when a quote is a quote
• Summarising information without showing the original source
• Changing a few words in a section of text without acknowledging the original
author

Referencing your Research

Referencing your research means directing your readers to the exact sources
of data or information stated in your report, particularly those stated in the review
of related literature. This is easy for you if the moment you collect data, you begin
practicing a systematic, accurate, and complete recording of the identities of the
sources of data. Unmindful of proper referencing of your research causes the
readers to question the genuineness of the contents of your research paper. There
are several styles of referencing your research, namely, Harvadian, Vancouver,
Turibian, APA, and MLA (Silverman, 2013).
Many prefer using two styles. The following are the important things you
have to know about these commonly used referencing styles.

The difference between APA and MLA is that APA stands for the American
Psychology Association where rules for writing concerning journals, article
publications, research papers, authors and books within the purview of natural
science are created. MLA stands for Modern Language Association that is used in
the field of humanities for scientific and literary research work.

The main idea behind the APA style is to provide a comprehensive style of
writing with proper headlines and works cited list as references so that it becomes
easy for the reader to read and realize.
Comparison Table Between APA and MLA (in Tabular Form)
Parameter of APA
Comparison
Definition APA is writing and
formatting style used in
academics to write
scholarly books and
journal articles within
the field of natural and
behavioral science.
Page Title It’s mandatory to provide
the Title on the page.
Format of Work Cited Last name of the author,
publication date, and
source name.
Capitalization The title is written in
italics with the first word
of the title, subtitle, and
proper noun in capital
letter, everything else in
lowercase.
Source Page It is referred to as
“References”.
Date Format The date is followed by
the author’s name and is
in parentheses.
Headings/Subheadings Headings/Subheadings
are used.
Used In Natural Science such as
Biology, Physics,
Chemistry, Geology,
Criminology, etc.
Example Morgan, D. (2016). Greek
Theater. USA: Triti
Group.
MLA
MLA is writing and
formatting style used in
academics to write
scholarly books and
journal articles within
the field of humanities
and social science.
No need to provide a
separate title on the
page.
Last name of the author,
source name and
publication date.
The title is underlined
with all important words
in capital format.
It is referred to as “Works
Cited”.
The date is followed by
the publisher’s name and
is not in parentheses.
Headings/Subheadings
are not used.
Humanities & Social
Science such as
Psychology, Arts,
Anthropology, Politics,
Sociology, etc.
Morgan, Dylanz. Greek
Theater. Triti Group,
2016.
 Discover

STEPS FOR CITING

To write a proper citation we recommend following these steps, which will

help you maintain accuracy and clarity in acknowledging sources.

Step 1: Choose Your Citation Style

Find out the name of the citation style you must use from your instructor, the
directions for an assignment, or what you know your audience or publisher
expects. Then search for your style at the Purdue Online Writing Lab (OWL) or use
Google or Bing to find your style’s stylebook/handbook and then purchase it or ask
for it at a library.

Step 2: Create In-Text Citations

Find and read your style’s rules about in-text citations, which are usually very
thorough. Luckily, there are usually examples provided that make it a lot easier to
learn the rules.

EXAMPLE: Style Guides Are Usually Very Thorough

For instance, your style guide may have different rules for when you are citing:

• Quotations rather than summaries rather than paraphrases

• Long, as opposed to short, quotations.

• Sources with one or multiple authors.

• Books, journal articles, interviews and email, or electronic sources.

Step 3: Determine the Kind of Source
After creating your in-text citation, now begin creating the full bibliographic
citation that will appear on the References or Bibliography page by deciding what
kind of source you have to cite (book, film, journal article, webpage, etc.).
EXAMPLE: Using a Style Guide to Create an In-Text Citation

Imagine that you’re using APA style and have the APA style guide rules for
in-text citations open in OWL. In your psychogeography paper, you want to quote
the authors of the book The Experience of Nature, Rachel Kaplan and Stephen
Kaplan, which was published in 1989. What you want to quote is from page 38 of
the book.
Here’s what you want to quote:

“The way space is organized provides information about what one might want to do
in that space. A relatively brief glance at a scene communicates whether there is
room to roam, whether one’s path is clear or blocked.”
1. Skim the headings in the style guide to remind yourself of what its rules
concern.
Since it has rules about the length of quotations, you count the number of
words in what you want to quote and find that your quote has 38, which is within
the range for short quotations (less than 40), according to the APA style
guide.According to the rule for short quotations, you see that you’re supposed to
introduce the quote by attributing the quote to the author (last name only) and
adding the publication date in parentheses. You write:
According to the Kaplans (1989), “The way space is organized provides
information about what one might want to do in that space. A relatively brief glance
at a scene communicates whether there is room to roam, whether one’s path is
clear or blocked.”

2. Then you notice that the example in the style guide includes the page
number on which you found the quotation. It appears at the end of the quote (in
parentheses and outside the quote marks but before the period ending the
quotation). So you add that:

According to the Kaplans (1989), “The way space is organized provides

information about what one might want to do in that space. A relatively brief glance
at a scene communicates whether there is room to roam, whether one’s path is
clear or blocked” (p.38).
3. You’re feeling pretty good, but then you realize that you have overlooked the
rule about having multiple authors. You have two and their last names are both
Kaplan. So you change your sentence to:
According to Kaplan and Kaplan (1989), “The way space is organized
provides information about what one might want to do in that space. A relatively
brief glance at a scene communicates whether there is room to roam, whether one’s
path is clear or blocked” (p.38).
So you have your first in-text citation for your final product:

According to Kaplan and Kaplan (1989), “The way space is organized provides
information about what one might want to do in that space. A relatively brief glance
at a scene communicates whether there is room to roam, whether one’s path is
clear or blocked” (p.38).
Step 4: Study Your Style’s Rules for Bibliographic Citations

Next, you’ll need a full bibliographic citation for the same source. This citation will
appear on the References page or Bibliography page or Works Cited page. (APA
style, which we’re using here, requires a page called References.) Bibliographic
citations usually contain more publication facts than you used for your in-text
citation, and the formatting for all of them is very specific.

EXAMPLE: Bibliographic Citation Rules Are Very Specific

• Rules vary for sources, depending, for instance, on whether they are books,
journal articles, or online sources.

• Sometimes lines of the citation must be indented.

• Authors’ names usually appear last name first.

• Authors’ first names may be initials instead.

• Names of sources may or may not have to be in full.

• Names of some kinds of sources may have to be italicized.

• Names of some sources may have to be in quotes.

• Dates of publication appear in different places, depending on the style.

• Some styles require Digital Object Identifiers (DOIs ) in the citations for
online sources.
Step 5: Identify Citation Elements

Figure out which bibliographic citation rules apply to the source you’ve just
created an in-text citation for. Then apply them to create your first bibliographic
citation.

EXAMPLE: Using a Style Guide to Create a Bibliographic Citation

Imagine that you’re using APA style and have the APA style guide rules for
bibliographic citations open in OWL. Your citation will be for the book called The
Experience of Nature, written by Rachel Kaplan and Stephen Kaplan and published
in 1989.
1. You start by trying to apply OWL’s basic rules of APA style, which tell you
your citation will start with the last name of your author followed by his or her first
initial, and that the second line of the citation will be indented. So you
write:Kaplan, R. and Kaplan, S. and remind yourself to indent the second line when
you get there.

2. Since you have two authors, you look for a rule regarding that situation,
which requires a comma between the authors and an ampersand between the
names. So you write:Kaplan, R., & Kaplan, S.

3. Because you know your source is a book, you look for style guide rules and
examples about books. For instance, the rules for APA style say that the
publication date goes in parentheses, followed by a period after the last author’s
name. And that the title of the book is italicized. You apply the rules and examples
and write the publication information you know about your source:Kaplan, R., &
Kaplan, S. (1989). The Experience of Nature.

4. Next, you look at the rules and examples of book citations and notice
that they show the city where the book was published and the publisher. So you
find that information about your source (in a book, usually on the title page or its
back) and write: Kaplan, R., & Kaplan, S. (1989). The Experience of Nature.
Cambridge: Cambridge University Press.
5. Congratulations, especially about remembering to indent that line! You have
created the first bibliographic citation for your final product.
Step 6: Repeat the steps for creating an in-text citation and a bibliographic
citation for each of your sources.
Create your bibliographic citation by arranging publication information to
match the example you chose in Step 4. Pay particular attention to what is and is
not capitalized and to what punctuation and spaces separate each part that the
example illustrates.

Explore

Activity 1. Deciphering Citations (Breaking Down the Parts of Citation)

Directions: From the broken parts of citation, identify the specific part from the
words provided in the box.

A. Hoffer, Peter Charles. The Devil's Disciples: Makers of the Salem Witchcraft
Trials. Baltimore: Johns Hopkins University Press, 1996.

Author Title and subtitle Place of Publication

Publisher Date of Publication Page numbers of the article

1. Hoffer, Peter Charles ___________________

2. Johns Hopkins University Press________________________
3. 1996_________________________
4. Baltimore________________________
5. The Devil's Disciples: Makers of the Salem Witchcraft Trials_______________

B. Latner, Richard. "The Long and Short of Salem Witchcraft: Chronology and
Collective Violence in 1692." Journal of Social History 42.1 (2008): 137-56.

Author Title and subtitle Place of Publication

Journal Title Year of Publication Page numbers of the article

6. 137-56____________________
7. 2008______________________
8. Latner, Richard__________________
9. The Long and Short of Salem Witchcraft: Chronology and Collective Violence
in 1692_________________________________
10. Journal of Social History ______________
 Deepen

Activity 2. Directions: Answer each question intelligently and concisely

1. What is common knowledge in relation to referencing your research?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. What comes to your mind about research papers and academic books with no
bibliography or reference list?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. How do you prove your appreciation for the authors’ expertise and honesty in
relation to your research study?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 Gauge

Directions: Read the following questions carefully. Choose the

letter of the best answer and write in a separate sheet of paper.

1. What is a conclusion in research?

A. It is the beginning of a new study.
B. It presents the methods used in interpreting data.
C. It presents the researcher’s recommendations to improve the study.
D. It serves to answer the research questions at the Statement of the
Problem.

2. Which of the following is a characteristic of a research conclusion?

A. It is used for collecting data.
B. It gives other researchers ideas for new studies.
C. It gives the generalization of the findings of the study.
D. It is a long essay that retells the progress of the researcher.

3. Which of the following statement is NOT a proper guideline in writing the

research conclusion?
A. It must be as long as possible.
B. It must not present new ideas for research projects.
C. It must reveal the results of the qualitative data analysis.
D. It must provide an answer to every research question or problem
presented.

4. This is done by categorizing pieces of data according to similar

characteristics.
A. Counting B. Clustering
C. Comparing and Contrasting D. Noting patterns and themes

5. Which of the following should NOT be included in the conclusion?

A. Answer to the research problem
B. Findings of the qualitative data analysis
C. Summary of the discoveries or the study
D. Personal opinions and recommendations

6. These are specific suggestions for making use of the findings of the study.
A. conclusions B. recommendations
C. significance of the study D. statement of the problem
7. Which of the following could be included in writing a recommendation?
A. respondents’ profile
B. results of the data collection
C. conclusions and findings of the study
D. suggestions for intervention, innovations, or inventions

8. This guideline means that the recommendations must be written as concisely

as possible.
A. brief B. clear C. logical D. precise
9. This guideline means that the recommendations must be based on actual
findings of the study.
A. brief B. clear C. logical D. precise

10. In what form should the recommendations be written?

A. table form B. matrix form
C. paragraph form D. bulleted list form

11. Which of the following are realistic consequences of plagiarism?

A. Ruined reputation
B. Being suspended or expelled from school
C. Being sued or having to face jail time
D. All of the above

12. To paraphrase properly, you need to:

A. Change a few words in the text and cite it to make it your own.
B. Put quotation marks around the text and cite it.
C. Use only the idea from the text without citing it.
D. Summarize the text in your own words and cite it.

13. Even though no one may be harmed by it, plagiarism is still unethical.
A. True B. False C. Maybe D. No comment

14. If you forget to cite a source in your paper, that is still plagiarism.
A. True B. False C. Maybe D. No comment

15. Say you found two papers about the same research: Paper A is the original
finding; Paper B is an analysis that references Paper A. You use a section of
the analysis from Paper B. Which paper do you cite?
A. Paper A B. Paper B C. Both D. Neither of the two
ANSWER KEY
References
Baraceros, Esther L. Practical Research 1.Manila City, Philippines: Rex
Publishing., 2017

Barrot, Jessie S. Practical Research 1 for Senior High School. Quezon City,
Philippines: C & E Publishing, Inc., 2017.
Birks, Melanie, Jane Mills, Karen Francis, and Ysanne Chapman. “A
Thousand Words Paint a Picture: The Use of Storyline in Grounded Theory
Research.” Journal of Research in Nursing 14, no. 5 (September 2009): 405–17.
https://doi.org/10.1177/1744987109104675.

Buchanan, Larry, Aaron Byrd, Alicia DeSantis, and Emily Rhyne. 2019.
“Where Are All the Bob Ross Paintings? We Found Them.” The New York Times,
July 12, 2019. https://www.nytimes.com/2019/07/12/arts/bob-ross-paintings-
mystery.html
Prieto, Nelia G., Victoria C. Naval, and Teresita G. Carey. 2017. Practical
Research 1 for Senior High School. Quezon City: Lorimar Publishing

https://www.slideshare.net/NoMore2020/strategies-on-how-to-infer-
explain-patterns-and-themes-from-data

https://www.skillsyouneed.com/learn/academic-referencing.html
https://askanydifference.com/difference-between-apa-and-
mla/#:~:text=APA%20is%20writing%20and%20formatting,of%20humanities%20an
d%20social%20science.
https://ohiostate.pressbooks.pub/choosingsources/chapter/steps-for-
citing/