Finding the Answers to the Research Questions

K Module 2 Lesson 2 - Interpretation and Presentation of Results

Last week, you learned data analysis method along with the intellectual honesty in research

In Lesson 2 of this module, you will be familiarized about the interpretation as the process
of attaching meaning to the data gathered and analyzed. Along with this, you will also learn the
various data interpretation methods one can use—qualitative and quantitative research methods. You
will learn to choose the best type of graph, graph and interpret the data, and look for patterns and
trends. It will guide beginner researchers to investigate, communicate results, conceptualize
framework of the research paper, and practice the research integrity and intellectual honesty.
In this lesson, you are expected to interpret data gathered using suitable techniques and
conceptualize framework of the research paper

The following terms will be encountered in the lesson:

• Data Interpretation- is the process of making sense of numerical data that has been collected,
analyzed, and presented.

• Data presentation- Data interpretation methods are how analysts help people make sense of
numerical data that has been collected, analyzed and presented.

• Conceptual framework is an analytical tool that is used to get a comprehensive

understanding of a phenomenon. It can be used in different fields of work and is most
commonly used to visually explain the key concepts or variables and the relationships
between them that need to be studied.

Interpreting the Data

Interpretation is the process of attaching meaning to the data. After identifying and
analyzing, coding and organizing a presentation, and identifying the themes and patterns, the next
step is to interpret the results. In this process, the results are synthesized into a coherent whole.
Meaning and significance are attached to the analysis of data. The themes and patterns serve to
explain the findings. The implications of the study are highlighted in this section as a preface for the
final parts of the research paper which are the summary of the findings, conclusion, and
recommendations.

The following are the steps in interpreting research findings: a. Points or

important findings should be listed.
b. The lessons learned and new things should be noted.
c. Quotes or descriptive examples given by the participants should be included.
d. The new found knowledge from other settings, programs, or reviewed literatures should be
applied.

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 The following are the levels of interpretation as considered in organizing the discussion of the
results (Ducut & Pangilinan, 2006):

a. Level 1. Data collected are compared and contrasted and any unexpected results may be
included. Comments on certain shortcomings of the study may be made but they should not
overly emphasize the flaws.
b. Level 2. The internal validity of the results, as well as their consistency or reliability, is
explained. The causes or factors that may have influenced the results are described.
c. Level 3. The external validity of the results, that is, their generally or applicability of the
external condition is explained.
d. Level 4. The data are related to theoretical research or with reviewed literature.

The importance of data interpretation is evident and this is why it needs to be done properly.
Data is very likely to arrive from multiple sources and has a tendency to enter the analysis process
with haphazard ordering. Data analysis tends to be extremely subjective. That is to say, the nature
and goal of interpretation will vary from business to business, likely correlating to the type of data
being analyzed. While there are several different types of processes that are implemented based on
individual data nature, the two broadest and most common categories are
“quantitative analysis” and “qualitative analysis”.

Yet, before any serious data interpretation inquiry can begin, it should be understood that
visual presentations of data findings are irrelevant unless a sound decision is made regarding scales
of measurement. Before any serious data analysis can begin, the scale of measurement must be
decided for the data as this will have a long-term impact on data interpretation ROI. The varying
scales include:

• Nominal Scale: non-numeric categories that cannot be ranked or compared quantitatively.

Variables are exclusive and exhaustive.
• Ordinal Scale: exclusive categories that are exclusive and exhaustive but with a logical
order. Quality ratings and agreement ratings are examples of ordinal scales (i.e., good, very
good, fair, etc., OR agree, strongly agree, disagree, etc.).
• Interval: a measurement scale where data is grouped into categories with orderly and equal
distances between the categories. There is always an arbitrary zero point.
• Ratio: contains features of all three.

How to Interpret Data

When interpreting data, an analyst must try to discern the differences between correlation, causation
and coincidences, as well as many other bias – but he also has to consider all the factors involved
that may have led to a result. There are various data interpretation methods one can use.

In this part, we will look at the two main methods of interpretation of data: with a qualitative
and a quantitative analysis.

Qualitative Data Interpretation

Qualitative data analysis can be summed up in one word – categorical. With qualitative analysis,
data is not described through numerical values or patterns, but through the use of descriptive context

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(i.e., text). Typically, narrative data is gathered by employing a wide variety of person-to-person
techniques. These techniques include:
• Observations: detailing behavioral patterns that occur within an observation group. These
patterns could be the amount of time spent in an activity, the type of activity and the method
of communication employed.
• Documents: much like how patterns of behavior can be observed, different types of
documentation resources can be coded and divided based on the type of material they
contain.
• Interviews: one of the best collection methods for narrative data. Enquiry responses can be
grouped by theme, topic or category. The interview approach allows for highly-focused data
segmentation.

A key difference between qualitative and quantitative analysis is clearly noticeable in the
interpretation stage. Qualitative data, as it is widely open to interpretation, must be “coded” so as to
facilitate the grouping and labeling of data into identifiable themes. As person-to-person data
collection techniques can often result in disputes pertaining to proper analysis, qualitative data
analysis is often summarized through three basic principles: notice things, collect things, think about
things.
Quantitative Data Interpretation
If quantitative data interpretation could be summed up in one word (and it really can’t) that word
would be “numerical.” There are few certainties when it comes to data analysis, but you can be sure
that if the research you are engaging in has no numbers involved, it is not quantitative research.
Quantitative analysis refers to a set of processes by which numerical data is analyzed. More often
than not, it involves the use of statistical modeling such as standard deviation, mean and median.
Let’s quickly review the most common statistical terms:
• Mean: a mean represents a numerical average for a set of responses. When dealing with a
data set (or multiple data sets), a mean will represent a central value of a specific set of
numbers. It is the sum of the values divided by the number of values within the data set.
Other terms that can be used to describe the concept are arithmetic mean, average and
mathematical expectation.
• Standard deviation: this is another statistical term commonly appearing in quantitative
analysis. Standard deviation reveals the distribution of the responses around the mean. It
describes the degree of consistency within the responses; together with the mean, it provides
insight into data sets.
• Frequency distribution: this is a measurement gauging the rate of a response appearance
within a data set. When using a survey, for example, frequency distribution has the
capability of determining the number of times a specific ordinal scale response appears (i.e.,
agree, strongly agree, disagree, etc.). Frequency distribution is extremely keen in
determining the degree of consensus among data points.
Typically, quantitative data is measured by visually presenting correlation tests between two or
more variables of significance. Different processes can be used together or separately, and
comparisons can be made to ultimately arrive at a conclusion. Other signature interpretation
processes of quantitative data include:
• Regression analysis
• Cohort analysis
• Predictive and prescriptive analysis
Why Data Interpretation Is Important

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 The purpose of collection and interpretation is to acquire useful and usable information and
to make the most informed decisions possible. From businesses, to newlyweds researching their first
home, data collection and interpretation provides limitless benefits for a wide range of institutions
and individuals.
Data analysis and interpretation, regardless of method and
qualitative/quantitative status, may include the following characteristics:
• Data identification and explanation
• Comparing and contrasting of data
• Identification of data outliers
• Future predictions
Data analysis and interpretation, in the end, helps improve processes and identify problems. It is
difficult to grow and make dependable improvements without, at the very least, minimal data
collection and interpretation. What is the key word? Dependable. What are a few of the business
benefits of digital age data analysis and interpretation?
1) Informed decision-making: A decision is only as good as the knowledge that formed it.
Informed data decision making has the potential to set industry leaders apart from the rest of the
market pack.
2) Anticipating needs with trends identification: data insights provide knowledge, and knowledge
is power. The insights obtained from market and consumer data analyses have the ability to set
trends for peers within similar market segments.
3) Cost efficiency: Proper implementation of data analysis processes can provide businesses with
profound cost advantages within their industries.
4) Clear foresight: companies that collect and analyze their data gain better knowledge about
themselves, their processes and performance. They can identify performance challenges when
they arise and take action to overcome them. Data interpretation through visual representations
lets them process their findings faster and make better-informed decisions on the future of the
company. Presenting Data for Interpretation

Tabular Method Graphical Method

Textual Method
- Frequency - Bar chart
- Rearrangement from
Distribution Table - Histogram
lowest to highest
(FDT) - Frequency Polygon
- Stem-and-leaf plot
- Relative FDT - Pie Chart
- Cumulative FDT - Less than, greater
- Contingency FDT than, Ogive

Source/Link:https://www.slideshare.net/mobile/WinonaEselBernardo/presentation-
of-data-10958540
Various methods of data presentation can be used to present data and facts based on available
data set. Widely used format and data presentation techniques are mentioned below:

1. As Text – Raw data with proper formatting, categorization, indentation is most extensively
used and is a very effective way of presenting data. Text format is widely found in books,
reports, research papers and in this article itself.
a. With the rearranged data, pertinent data worth mentioning can be easily recognized.
The following is one way of presenting data in textual form.

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 b. Stem-and-leaf Plot is a table which sorts data according to a certain pattern. It
involves separating a number into two parts. In a two-digit number, the stem
consists of the first digit, and the leaf consists of the second digit. While in a three-
digit number, the stem consists of the first two digits, and the leaf consists of the last
digit. In a one-digit number, the stem is zero.
Below is the stem-and-leaf plot of the ungrouped data given in the example.

Stem Leaves
0 -9
1 -7,8
2 -0,3,3,4,5,6,7,8,9
3 -4,4,5,5,7,8,8,8,8,9,9,9
4 -2,3,3,4,4,5,5,5,6,6,6,8,9
5 -0,0,0

Utilizing the stem-and-leaf plot, we can readily see the order of the data.
Thus, we can say that the top ten got scores 50, 50, 50, 49, 48, 46, 46, 46,45, and 45 and the ten
lowest scores are 9, 17, 18, 20, 23,23,24,25,26, and 27.

2. In Tabular Form – Tabular form is generally used to differentiate, categorise, relate

different datasets. It can be a simple pros & cons table, or a data with corresponding value
such as annual GDP, a bank statement, monthly expenditure etc. Quantitative data usually
require such tabular form.
A frequency distribution table (FDT)- is a table which shows the data arranged into different
classes(or categories) and the number of cases(or frequencies) which fall into each class.

Table 1.1
Frequency Distribution for the Ages of 50
Students Enrolled in Statistics

Age Frequency
12 2
13 13
14 27
15 4
16 3
17 1
N=50

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 a. Relative FDT relative frequency = class frequency , sum of all frequencies

b. Cumulative FDT or Complete FDT

c. Contingency FDT-This is a table which shows the data enumerated by cell. One
type of such table is the “r by c” (r x c) where the columns refer to “c” samples and
the rows refer to “r” choices or alternatives.

A complete FDT has class mark or midpoint (x), class boundaries (c.b), relative
frequency or percentage frequency, and the less than cumulative frequency (<cf) and the
greater than cumulative frequency (>cf).

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 ImagesSource/Link:https://www.slideshare.net/mobile/WinonaEselBernardo/
presentation-of-data-10958540
3. In Graphical Form – Data can further be presented in a simpler and even easier form by
means of using graphics. The input for such graphical data can be another type of data itself
or some raw data. For example, a bar graph & pie chart takes tabular data as input. The
tabular data in such case is processed data itself but provides limited use. Converting such
data or raw data into graphical form directly makes it quicker and easier to interpret.

a. Bar Charts/Bar Graphs: These are one of the most widely used charts for showing
the grown of a company over a period. There are multiple options available like
stacked bar graphs and the option of displaying a change in numerous entities.
b. Line Chart: These are best for showing the change in population, i.e., for showing
the trends. These also work well for explaining the growth of multiple areas at the
same time.
c. Pie Charts: These work best for representing the share of different components
from a total 100%. For eg. contribution of different sectors to GDP, the population
of different states in a country, etc.
d. Combo Chart: As the name suggests it is a combination of more than one chart
type. The one shown in the figure below is a combination of line and bar graph.
These save space and are at times more effective than using two different charts.
There can even be 3 or more charts depending on the requirement.

EXAMPLE OF DATA INTERPRETATION

Practice Task 1. Looking into Details
Read the following survey result for analysis. Use a separate sheet of paper in answering the
activity.

In a survey given to 876 students of Mariano Suarez High School in March 2018, one of
the questions was “Do you plan to take a vacation abroad?” The result was 12% said Yes, 50%
said No and 28% answered Not sure.

Present the data in either textual, tabular or graphical presentation.

Interpret the data using the format of presentation. Rubric:
(Consider the rubrics) Procedure 50%
Interpretation 50%
100%

ANSWER Practice Task 1. Looking into Details

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 “Survey Result on Question, Table 1 shows the percentage of the responses to a survey
"Do you plan to take a vacation given to 876 students of Mariano Suarez High School in March
abroad?” 2018, one of the questions was “Do you plan to take a vacation
12% abroad?” The result was 12% said Yes, 50% said No and 28%
28%YES answered Not sure.
Based on the table, 50% of 876 students are planning to
NO take a vacation abroad and answered YES in the survey, 28%
NOT SURE 50% respond NO for not having a plan to take a vacation and and 12%
of 876 students vote Not Sure.
Table 1. Students’ Responses on Based on the result, the researchers found that majority of
Survey of Planning a Vacation Abroad the students Mariano Suarez High School in March 2018 have a
plan in taking vacation abroad.

MODULE 3: Finding the Answers to the Research Questions

Lesson 3 – WRITING SUMMARY OF FINDINGS

This module will help the learners write a summary of the findings of their research study.
The following term will be encountered in the lesson:
Findings
are simply the results of the research study may
support or disprove the hypothesis
might also help to drive future research studies by generating new questions
result of an inquiry or investigation
a brief restatement of the components of the research paper

These are some information to help you understand the ways to end your research study with your
findings.

CONCLUDING THE RESEARCH PAPER

Similar to the previous activity, research paper eventually comes to its end point where all
the ideas presented in earlier parts will culminate and rationalize the findings of the study. This part
is the most crucial among the parts of a research paper because it binds all the concepts presented in
the paper to point out which direction the ultimately headed.

All information provided within the previous parts of the research should be wrapped it all
up on this part, and no new information should be presented. It is a primary error to present
conclusions that are not directly related to the evidence previously presented.

The concluding part is compromised of the summary of findings, conclusion, and

recommendations.

SUMMARY OF FINDINGS

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 This section serves as a brief restatement of the major findings of the study. It
includes summarized statements for the overall purpose and objective of the study, the type
of research used the nature and size of the sample, the locale of the study, the main and sub-
problems, and the major findings of the research. However, the statements should be
straightforward but still meaningful.

The following are the findings of a research conducted to Le Thanh Hien High School
students in Vietnam on speaking anxiety.
Findings
1. The students were not given enough time to prepare for a speaking task before the task was
performed.
2. When the students were asked to work in groups, not all of them were eager to contribute
their opinions in English. Some of them participated actively but the others spoke very little or not
at all.
3. They tended to use Vietnamese when they discussed in groups.
4. While the students were making performances, the other students in class did not listen
attentively. They even chatted with the people next to them when their classmates were speaking.
5. The students looked very nervous when they spoke in front of the class. Sometimes, they did
not know what to say then kept silent.

Summary of Findings

This section includes summarized statements for the overall purpose and objective of the
study, the type of research used the nature and size of the sample, the locale of the study, the main
and sub-problems, and the major findings of research.

CONCLUSION

1. A conclusion is the last paragraph in a research paper or the last part of any other type
of presentation.
2. A conclusion in some ways like an introduction will restate the thesis and summarize
the main points of evidence for the reader.
3. A conclusion must summarize the whole paper and explain its main purpose.

EXAMPLE OF FINDINGS WITH CONCLUSION:

Findings:

1. The researchers ascertain that the frequent beneficiaries of computer are the students.
2. The researchers found out that computer improves academic performance and interest of
students.
3. The researcher found out that computer is an effective stress reliever.

Conclusions:

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 1. The researchers concluded that computer has a lot of benefits through academic -based
activities.
2. Nowadays, most of the students commonly use computer to lessen works.
3. The researchers concluded that playing computer games or using computer improves the
ability of a person to relieve stress.

Module 4
Reporting Findings, Drawing Conclusions and Making
Recommendations
Lesson 4- Forming and Writing Logical Conclusions

research study.
In this module, you are expected to form and write logical conclusions of your

The following term will be encountered in the lesson:

Logical Conclusions shows the readers the value of completely developed argument or thesis not a
summary of work but a listing of major outcomes derived from the study does not state
what has been done in the study instead it brings out the
outcome of the results and discussion in terms of statements
the answer to the main problem of the study

These are some information to help you understand the ways to end your research study with your
conclusions.

After learning the means to form findings from a given research problem, you are now
ready to form logical conclusions on a given research study.

A well-written conclusion provides you with important opportunities to demonstrate to the

reader your understanding of the research problem. According to Bunton (2005), these will include
the following:

1. Present the last word on the issues or gaps raised in your paper. Just as the introduction
gives a first impression to your reader, the conclusion offers a chance to leave a lasting
impression. You can do this by highlighting key points in your analysis or results or by noting
important or unexpected implications applied to practice.
2. Summarize your thought and convey the larger significance of your study.
The conclusion is an opportunity to concisely answer the “So What?” question by placing the
study within the context of past research about the topic you’ve investigated.

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 3. Identify how a gap in the literature has been addressed. The conclusion can be where you
describe how a previously identified gap in the literature has been filled by your research.
4. Demonstrate the importance of your ideas. The conclusion offers you the opportunity to
elaborate on the impact and significance of your findings.
5. Introduce possible new or expanded ways of thinking about the research problem. This
does not refer to introducing new information but to offer new insights and creative approaches
for framing or contextualizing the research problem based on the results of your study.

In writing the conclusion of your paper, the following general rules are suggested:
a. State your conclusion clearly in simple language. State how your findings differ or support
those others and why.
b. Do not simply reiterate your results or the discussion of your results. Provide a synthesis of
arguments presented in the paper to show how these converge to address the research
problem and the overall objectives of your study.
c. Indicate opportunities for future research if you haven’t already done so in the discussion
section of your paper. Highlighting the need for further research provides the reader with
evidence that you have an in-depth awareness of the research problem.

Consider the following points to help ensure your conclusion is appropriate:

1. If the argument or purpose of your paper is complex, you may need to summarize the
argument for your reader.
2. If prior to your conclusion, you have not yet explained the significance of your findings or if
you are proceeding inductively, use the end of your paper to describe your main points and
explain their significance.
3. Move from detailed to a general level of consideration that returns the topic to the context
provided by the introduction or within a new context that emerges from the data.

CONCLUSIONS

Essentially, the conclusion contains insights drawn from the findings of each problem.
These insights answer the questions presented at the beginning of the research paper. However, the
conclusion to be drawn should not come from the indirect implications of the study. It should be
limited within the information actually yielded by the conducted investigations.

The following are the conclusions of a research conducted to Le Thanh Hien High School
students in Vietnam on speaking anxiety.

Findings Conclusions
1. The students were not given enough time to prepare for 1. Students spoke very little or not
a speaking task before the task was performed. at all
2. When the students were asked to work in groups, not 2. Students could not think of
all of them were eager to contribute their opinions in anything to say
English. Some of them participated actively but the
others spoke very little or not at all.
3. They tended to use Vietnamese when they discussed in 3. Students used Vietnamese
groups. instead of English when they
discuss in groups or in pairs.

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 4. While the students were making performances, the 4. Students’ participation was low
other students in class did not listen attentively. They or uneven.
even chatted with the people next to them when their
classmates were speaking.
5. The students looked very nervous when they spoke in 5. Students did not have
front of the class. Sometimes, they did not know what motivation to express
to say then kept silent. themselves.

EXAMPLE 1:

Title: Emotions and Stress: Coping Mechanisms of the Senior High School Students in Pamplona
National High School

Findings:

1. The most frequent cause of the Emotional Problems and Stress of the Senior High School
students are the school requirements.
2. There are students who perceived that their stresses have good impact on them. They take
the stressors in a positive way by making it a motivation which proves that Eustress (a
positive form of stress having a beneficial effect on health, motivation, performance and
emotional well-being) exist.
3. Students that are exposed to emotional problems and stress are more likely to experience
health related problems such as headache and being sluggish and they became inattentive on
the discussion.

Conclusions:

1. Most of the Senior High School students are experiencing emotional problems and stress
due to the school requirements.
2. There are students who are taking their stress in a positive way and make it their motivation
to strive harder and to cope with it.
3. Emotional problems and stress may be the cause of the student’s inattentiveness during class
hours and may lead to health-related problems.

EXAMPLE 2:
Title: Chasing Death: Factors Influencing a Person to Commit Suicide in Pamplona, Camarines Sur.

Findings:

1. The researchers found out that majority of the suicide victims in Pamplona Camarines Sur
are male.
2. The researchers found out that most of them are adults.
3. The researchers found out that most of the suicide victims in Pamplona, Camarines Sur are
single.
Conclusions:
1. The researchers therefore conclude that there are more males who committed suicide
because they are not showy and it is hard for them to share their problems to anyone
because of the idea that as a man they should know on how to deal and solve problems.

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 2. The researchers therefore conclude that adults are more prone to suicide because they
experience more difficult and challenging problems in life.
3. The researchers therefore conclude that the reason why there are more singles who
committed suicide is because of their love life that make their life complicated and also
because of the pressure and expectations coming from their family.

EXAMPLE 3:

Title: Road Operation: Its Effects to the Residents of Poblacion

Findings:

1. The researchers found out that most of the affected residents are located along the main
road. Almost all of them have one or less property that was damage by the road operation
and also the commonly damaged property was stores.
2. The researchers found out that there are positive effects that the Road Widening brings to
the residents including safety, comfortable travel, gave additional lanes, remove obstruction,
reduce accidents, and increase investment and so on.
3. The researchers found out that there are several negative impacts that the Road Widening
brings toward the residents such as it damages properties, causes relocation issues,
disturbance, it may lead to financial problem of the residents.

Conclusions:
1. The researchers therefore conclude that those respondents that are nearer to the road have the
higher possibility of being affected by such Road Operations and the lesser the properties
that the residents have, the lesser the damage it may have.

ModuleMa Reporting Findings, Drawing Conclusions and Making

5 Recommendations
Lesson 5- Making Recommendations Based on Conclusions

This module will help the learners make recommendations based on the given conclusions
of their research study.

The results of the research from the logical findings and conclusions need to have the
corresponding recommendations from the researchers. This will provide you ideas in writing
your recommendations.

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 RECOMMENDATIONS

Based on the findings and conclusions of the study, these serve as practical
suggestions for future research in similar fields. They are envisioned to further improve the
pertinent variables that were the subject of the investigation undertaken.

Recommendations are expressed in clear and concise terms. They are relevant to the
research problems and feasible for implementation. The general recommendations may also
be stated giving suggested measures to concerned agencies, institutions, or to the
government that may lead towards the betterment of society in general.

The researcher’s final recommendation is addressed to other researchers who may

want to pursue similar studies. Moreover, suggested topics of interest or variables are given.
In the case that the qualitative study is conducted to propose an intervention program, the
recommendation will be the adaptation of said program.

Formulating the Recommendations of the Study

In preparing this part of your paper, remember that in making your

recommendations, you must show how your results support them. A recommendation for a
preferred alternative should include:

a. specific statements on what should be done, the steps required to implement the
policy, and the resources needed.
b. discussion of the benefits to the organization and what problems would be
corrected or avoided.
c. discussion of the feasibility of the proposed policy and
d. general statement about the nature and timing of the evaluation plan that would
be used to determine the effectiveness of the proposed policy.

The crafted recommendations of the speaking anxiety study to the Le Thanh

Hien High School students in Vietnam on speaking anxiety

Findings Conclusions Recommendations

1. The students were not given enough 1.Students spoke very 1. Teachers should first improve the
time to prepare for a speaking task before little or not at all performance conditions by giving
the task was performed. their students time to prepare for a
speaking task.
2. When the students were asked to work 2.Students could not 2. Teachers should help their students to
in groups, not all of them were eager to think of anything to overcome inhibition and shyness by
contribute their opinions in English. say having friendly, helpful and
Some of them cooperative behaviors to make the
participated actively but the others students feel comfortable when
spoke very little or not at all. speaking in the class.
3.They tended to use Vietnamese when 3.Students used 3. Teachers should personalize and
they discussed in groups Vietnamese instead simplify the topics in the textbook to
of English when they make them easier, more interesting
discuss in groups or and relevant to their lives.
in pairs.

4.While the students were making 4.Teachers should create an English

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 performances, the other students in speaking environment by
class did not listen attentively. They encouraging the students to use
even chatted with the people next to English in the classroom to make it a
them when their classmates were habit.
speaking.
5.The students looked very nervous 5.Students did not 5.Students should first understand the
when they spoke in front of the class. have motivation to importance of speaking skills.
Sometimes, they did not know what to express themselves.
say then kept silent.

EXAMPLE 1 :
Title: Perceived Motivational Factors of Senior High Teachers in Using Social Media and Its Effects
on Senior High students in Pamplona National High School

Findings:
1. The researchers learned that having no time for opening social media application due to lots of
tasks either academic or household chores is not the effect of integrating social media for
educational purposes.
2. The most Frequent reasons of teachers why they are motivated to use social media for
educational purposes are, they just want to be updated on the school happenings and to
communicate with other faculty members and school administrator, and if needed only in their
concerns with tasks.

Conclusions:
1. The researchers come up with a conclusion that the effect of social media’s utilization for
educational purposes in terms of personal aspects, students can be able to search/ gather
information or ideas about certain issues.
2. The researchers concluded that the least effect to students of integrating social media for
educational purposes is lack of time for opening social media application due to lots of household
chores and academic tasks.

Recommendations:
1. To the students, the researchers recommend that the students must practice time management in
using social media, so that it cannot affect their academic performances.

2. The researchers would like to recommend teachers’ consideration to students who do not have
load, do not have cellphone and those who are struggling with poor internet connection for they
might not be able to view photos or documents and might not get updated about any reminders

Reporting Findings, Drawing Conclusions and Making Recommendations

Module 6 Lesson 6- (Writing List of References)

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This module will help the learners write the list of various references used in their research study.

The following term will be encountered in the lesson:

References
should be written in-text (as parentheses), at the bottom of the page (as footnotes) or as end
notes in a separate notes section at the end of a chapter or at the end of the thesis
the last page of an essay or research paper that’s been written in APA style list of all
the sources used in your project so readers can find what were cited a list similar to
works cited list and is a term used when citing sources using
APA format style and is arranged alphabetically by author’s last name.

The list of reference materials used in the conduct of the research study is very important
for the researchers to show in the final written research report.

Types of Sources
1. Primary Sources- research publications where researches report their findings. 2. Secondary
Source-publications in which authors describe the work of others. Textbook is also an example.
Encyclopedia research review and yearbooks are also secondary sources for literature review.

Citations

You can cite books, magazines, newspaper, computer articles, journal and film. These
can be your sources for your literature review.
Styles of Referencing

• APA is an author/date-based style. This means emphasis is placed on the author and the
date of a piece of work to uniquely identify it.
• MLA is most often applied in the arts and humanities, particularly in the USA
• CHICAGO AND TURABIAN are two separate styles but are very similar. They are
also widely used for history and economics.

The components of reference entry are as follows:

1. Author’s Name: Type the surname first then the first, followed by a comma, then the first
name and the middle initial. If there are two to six authors, all their names are written. If
there are more than six, the remaining authors can be represented by the words, “et al”.
2. Year of Publication. It should follow the period after the author’s name and should be
enclosed in parentheses.

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3. Book Title. The complete title and edition should be written. The entire book title should be
italicized or underlined. Only the first letter of the first word and proper names must be
capitalized.
4. Journal Title. The title of the article in roman face and sentence case (only the first letter of
the first word and proper names must be capitalized) appears first. The title of the journal
itself appears in italics and in title case ( the first letter of each substantial word is
capitalized).
5. Place of Publication. The place where the book was published should be written, followed
by a colon.
6. Publishing House. The name of the publishing house follows the place of publication.

Examples of References (APA 4th ed., 1999)

a. Book (Revised Edition)

Burns, N., & Grove, S.K. (2005). The practice of nursing research: Conduct,
critique, and utilization (Rev. ed.). Philadelphia:Saunders.

b. Journal Supplement
Chouinard, M. C., & Robichaud-Ekstrand, S. (2005). The Effectiveness of a
Nursing Inpatient Smoking Cessation Program in Individuals with Cardiovascular
Disease. Journal of Nursing research, 54 (4), 243-254.

c. Electronic Data File

National Institute of Nursing Research. (2006). About the NINR.
Retrieved on Jnuary 16, 2006, from the
website:http://ninrnih.gov/ninr/about/html

d. Government Report
U.S., Department of Health and Human Services. (2000). Healthy people 2010:
Understanding and Improving health. Washington DC: U.S. Department of Health
and Human Services.

e. Daily Newspaper
Enriquez, M. C. (2009, September 8). How proper breathing helps Donnie Tartras
tame illness. Philippine Daily Inquirer, ppA3, A5.

f. Encyclopedia and Dictionary O’Conner, J. (Ed.). (2001). Roger’s Desk Thesaurus.

New York:Gramercy Press.

g. Magazine and Article Cocertino, B. (2003, Feb. 24). Preparing students for “real
life” nursing,
Nursing Spectrum, 15A, No. 4, 17 -18

h. Theses and Dissertations Paulino, A.P. (2007). The nurses’ delivery of quality
healthcare services in a university hospital: Basis for improving administrative
approaches (Unpublished Master’s Thesis). University of Santo Tomas, Manila,
Philippines.

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 SAMPLE CITATIONS

BOOKS
Last name, First Name (year). Book Title. Subtitle, (edition) Place: Publisher Example:
Prieto, Nelia (2017). Practical Research for Senior High School. Qualitative. Metro Manila:
LORIMAR PUBLISHING, INC.

WEBSITES
Author, (date). Title of document. Retrieved from http:// xxxxxxxxx
Example: Peters (2015). Effective Teaching Strategies. Retrieved from:
http://gfnnfg.livejournal.com

E-BOOKS
Author,Initial (date). Title of Book. Retrieved from http:// xxxxxxxxx
Example: Peters (2015). Effective Teaching Strategies. Retrieved from:
http://gfnnfg.livejournal.com

MAGAZINE ARTICLE
Author,Initial (date). Title of Book. pages
Example: Peters (2015). Effective Teaching Strategies. 31-40

References
It is a list of the publication information for the sources you’ve cited in your paper and is
intended to give your readers all the information they need to find those sources.

Module 7

Sharing your Research

Lesson 7- Presenting and Revising a Written Research Report

In this module, you are expected to write a clear report of the parts of your research study,
revise a written research report based on suggestions and recommendations of panelists and submit a
final written research report.

Written Research Report

a careful study that is done to find and report new knowledge about something the
activity of getting information about a subject a studious inquiry or examination
a report of an investigation or experimentation on the discovery and interpretation of
facts, revision of accepted theories or laws in the light of new facts, or practical
application of such new or revised theories or laws

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 a report of the collection of information about a particular subject or topic

After conducting the survey among the respondents, the researchers perform data collection and
interpretation, draws findings based on the collected data, forms logical conclusions and
recommendations and comes up with the written research report.

Written Research Report

• It is the final outcome of the research
• Its quality of the report largely contributes to the quality of the research
• It should follow a pattern of style that has become conventional in academic/professional
circles
• It is a systematic attempt s to answer questions and solve problems. It includes activities
like planning, research, organization and presentation
• It is a systematic write up on the findings of the study including methodologies, discussion,
conclusion etc. following a definite style
• This report communicates information which has been compiled as a result of research and
analysis of data and of issues
• It can cover wide range of topics but usually focus on transmitting information with a clear
purpose, to a specific audience
• This report is a document that is accurate, objective and complete

Characteristics of an Effective Research Report

An effective report is…

1. focused on the important information.

2. accurate and exact.
3. clear and does not mislead.
4. brief and concise.

How do you write a research report?

1. Use your outline and prospectus as flexible guides.
2. Build your essay around points you want to make (i.e. don’t let your sources organize your
paper)
3. Integrate your sources into your discussion.
4. Summarize, analyze, explain and evaluate published works rather than merely reporting it.

Key Components of a Final Research Paper

1. Title – It may include information regarding the focus of the research population or target
audience being studied, and study design.

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2. Abstract – It provides the reader with a brief description of the overall research, how it was
done, statistical techniques employed, key results, and relevant implications or recommendations
with key words used in the study.

3. Introduction – This section contains information about why you are doing the research paper
on the topic, how the study affects the intended reader in some poignant and tangible way in
his/her field of expertise and elaborates on the content mentioned in the abstract and provides a
better idea of what to anticipate in the manuscript.
4. Review of Related Literature – It should be a synthesis of the previous literature and the new
idea being searched. The review should examine the major theories related to the topic to date
and their contributors.

5. Research Methodology – This component of your final paper or research article provides
significant information on the type of research methods and designs used to conduct the study.
This section should also contain the description of sampling design and technique in selecting the
participants of the study. It also includes the data collection method, procedures and instruments
employed in the study.

6. Results and Discussion – This section presents the reader with the researcher’s data and results
of statistical analysis described in the method section. Thus, this section must align closely with
the methods section and the research problems or objectives of the study.

7. Conclusion – It is the last paragraph in your research paper intended to help the reader
understand why your research should matter to them after they have finished reading the paper.

8. References/Bibliography – The format of the references will match the format and style used in
the paper. Common formats include APA, MLA, Chicago Manual of Style

EXAMPLE OF AN ABSTRACT

PERCEIVED MOTIVATIONAL FACTORS OF GRADE 11 STUDENTS TOWARDS

SUICIDAL ATTEMPTS AND ITS PREVENTIONS AS OBSERVED IN SOCIAL MEDIA
MORILLO, NEIL IAN, JUGUETA, ARIANE P., VICTORIA, KAREN A.,DIZON, MARLON A.
JR, BARIAS,FRANCE EUNISE D., ANTONIO, MARK ANGELO C., MAGAT, MARIA
ANGELA P., LUSTRE, RONNIE , HINGOYON, CHARLOTA A., ALMARINEZ, ROSE MARIE
N., DE LOS SANTOS, ANNDREA Q., NACIONAL, ALADINE M., LEGASPI, SHEENA N.
MORAL,SAMANTHA MARIE R., FAURA, KERRIE S. Pamplona National High School,
Poblacion, Pamplona, Camarines Sur, 2019-2020 p.80

Keywords: SUICIDE, SUICIDE ATTEMPTS, PREVENTIONS, SOCIAL MEDIA

This study explored the various viewpoints of Grade 11 Students towards Motivational Factors and
possible preventions concerning Suicidal attempts as observed in Social Media. Specifically, this
study answered the questions: 1.) What are the causes of suicidal attempts along; a. Family
Problems, b. School Problems, c. Community Problems, d. Romantic Relationship? 2) What are the
reasons of posting suicidal attempts in social media? 3.) What are the possible interventions to
undertake to control number of suicidal attempts? 4.) What will be your adjuration/s (motivational
words) to all those who are suffering stress?

This study is anchored on the use of Phenomenological Approach to further discuss and evaluate
the Perceived Motivational Factors of Grade 11 Students towards Suicidal Attempts and its

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 Preventions as observed in Social Media in Pamplona National High School. Thus, this study
focuses on the factors that contribute to Suicidal ideation and the possible preventions to control the
probability of perpetrating suicide.

The major findings of this study, in terms of the motivational factors that contribute to the causation
of suicidal attempts under certain categories are the following: Under Family Problem-Category is
the Expectations of the Family that pressure the children; Concerning the School problems-Category
is the Piles of Task/Requirements needed to comply. Under Community Problems-Category, points
Judgmental people. While under the bracket of Romantic-Relationship Category is Weak-emotion
Management. While the most frequent reasons of the students behind posting suicidal-ideation in
social media is that, they cannot share their problems in person. This study concluded that, if a
student happens to encounter a suicidal post while scrolling through certain social-media website’s
newsfeed, the most possible retroaction of the students is to approach and talk to that depressed-
person then give advices. Moreover, this study infers that the most common advice for those who
are helpless and depress is, “Just trust yourself and him, above. Pray”.

In connection with the findings and conclusions of the present research study, the
researchers have listed below some suggestions to further use the study: 1.) Do not just ignore
someone with suicidal posting, instead, try to talk to them, apply empathy and show that you are
concern by giving some motivational words. 2.) To the school, we recommend to conduct a
symposium/ seminar that aim to raise awareness concerning the issue of Suicide, in order to give the
students enough knowledge about the symptoms and adverse effects of being suicidal. In addition,
information to be gathered will enable the teachers to be cognizant enough on how to deal with such
situation once encountered and observed a symptomatic student/s. 3.) While, to those who are
suffering depression, just remember that God is much greater that your problems. Thus, your faith
must be bigger than your fear. For nothing is permanentnot even your problem.

Written Research Report

The six components of a research report are as follows: abstract, introduction, methodology,
results, discussion and references.

Oral Presentation of research provides a chance for the students to present the their research by
reading a paper and/or showing PowerPoint Slides to a group of interested faculty, students, and
judges. These presentations will allow students to experience what it is like to present their research at
a conference in their discipline.

PERFORMANCE TASK 1: RESEARCH REPORT: Write A RESEARCH REPORT of your

study with the following parts: (100points)

Title:

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 Abstract:
Introduction (Include research questions)
Research Methodology
Results and Discussion
Conclusion and Recommendation
References

FINAL PERFORMANCE TASK : ORAL PRESENTATION OF RESEARCH

REPORT. Create an infographic or creative presentation of your research report and submit
a video of your group’s presentation. Attend the virtual oral research defense through google
meet. (100points)

2ND SUMMATIVE TEST IN INQUIRIES, INVESTIGATIONS AND IMMERSION

NAME:__________________________________________GRADE LEVEL/STRAND___________

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DIRECTION: On the SPACE provided, write T if the statement is true and F if the statement is false.

_____1. The results section of the research paper is where you report the findings of your study
based upon the information gathered as a result of the methodologies you applied.
_____2. The results section should simply state the findings, with bias or interpretation, and
arranged in a logical sequence.
_____3. In discussing your findings look toward the future but don’t end with it.
_____4. In discussing your findings provide context and explain why people should care, do not
simply rehash your results.
_____5. Summary of findings must contain each specific question under the statement of the
problem and must be written first to be followed by the findings that would answer it.
_____6. The findings should not be textual generalizations, that is, a summary of the important data
consisting of text and numbers.
_____7. In writing findings point out differences and relationships, and provide information about
them.
_____8. In experimental studies findings are written by using text to introduce tables and figures and
guide the reader through key results.
_____9. In presenting quantitative findings the main point to remember while presenting
quantitative interview data is that the reader should not be bored with the minute details.
_____10. In qualitative findings mention the key points and themes as they relate to the research
question rather than reporting everything that the interviews said.

_____11. To draw conclusions from evidence, look closely at the data or evidence presented and
consider carefully how the evidence was obtained.
_____12. The data and other evidence along with the question and answer choices lead you to the
conclusion.
_____13. Conclusion is not a summary of the researchers’ findings.
_____14. The purpose of results section is to present and illustrate the findings.
_____15. Make the conclusion section a completely subjective report of the results, and use all
interpretation for the discussion.
_____16. Conclusions provide a context, such as by describing the question that was addressed by
making a particular observation.
_____17. Conclusion does not describe results of control experiment.
_____18. Conclusion includes observations that are not presented in a formal figure or table.
_____19. The conclusion to be drawn should not come from the indirect implications of the study.
_____20. Conclusion section should not be stated in a way that reader will in no way doubt the
correctness of the entire research study.
_____21. Recommendations should follow logically from discussions of the findings and
conclusions.
_____22. Your recommendations should be placed in the same order as the conclusions.
_____23. The recommendations may be summarized according to the groups to which they are
directed.
_____24. A recommendation report is a paper that compares two or more products or solution and
makes a recommendation about which is the best option and recommends a course of
action.
_____25. A recommendation report proposes few potential solutions to a problem and concludes by
recommending the best one.

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_____26. Recommendation reports are overtly persuasive since they make a final recommendation
that is informed by research and evidence.
_____27. A recommendation report does not propose multiple solutions to a problem and
recommends the best one.
_____28. All recommendation reports address a real and important problem.
_____29. Recommendation reports sometimes require in-depth research that can
range from conducting interviews and surveys to reading peer-viewed journal articles or
other related documents.
_____30. Your recommendation section should not be justified with what you have
found in conclusions and you can’t recommend something without first of all making a
decision.
_____31. Use reference books to get quick specific facts or information or an overview of a
subject.
_____32. Some examples of reference sources are dictionaries, encyclopedia, bibliographies,
almanacs, atlases and handbooks.
_____33. Print reference books are not often shelved alongside other books on the same subjects in
the library stacks, or in reference collections near library service decks.
_____34. References sources (otherwise known as reference resources or background sources) are
designed to help you find specific types of information quickly.
_____35. Use reference sources to get key words and names for more effective advanced
searching.
_____36. Researcher’s used reference sources not to read a quick overview of a new subject.
_____37. Use reference sources to learn definitions of important words or concepts.
_____38. Researcher’s used reference sources to find key facts and background information that
will help you assess other resources.
_____39. Use reference sources to see suggestions for more sources about a topic (including the
best-known sources).
_____40. Multipurpose reference sources contain few of different types of reference sources.

_____41. A research paper is not just a simple writing but rather a unique and very distinguishable
skill.
_____42. A research paper can be learned and mastered, but it requires time, hard work, and
practice.
_____43. In writing your final output you must not always strive for clarity, conciseness and
coherence.
_____44. Putting the finishing touches on your paper is one of the most essential parts of writing a
successful paper.
_____45. In finalizing your research report, formatting is essential.
_____46. Formatting in a research paper includes margins, line spacing, page numbering and
curriculum vitae.
_____47. It is those final steps you take that really make the difference between an ordinary paper
and an excellent one.
_____48. Style in a research paper includes complete references and proper citation with a required
format like APA, abstract and appendices.
_____49. Style in a research paper does not include the use of the correct size and style of font in
your paper.
_____50. In writing your final paper or research design you need ample time for revisions.

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