UNIT VI - REPORTING AND SHARING FINDINGS

Lesson 01 • Discussion of Results and Findings

• Lesson 2. Guidelines in Making

Lesson 02 Conclusions and Recommendations

• Listing of References Connecting to Prior

Lesson 03
Knowledge
Results and discussion of any analytical reports should
be done in effective and convincing ways. To accomplish
this, the following are needed.

1.Use text and visual aids properly.

2.Interpret results accurately.
3.Use headings and sub-heading for better presentation.
4.Use language of reporting appropriately.
5.Refer to figures correctly.
 Results and discussion of any analytical reports should be done in effective and
convincing ways. To accomplish this, the following are needed.

1.Use text and visual aids properly. In the Results section, you are expected to present the
data in words with the help of tables, charts, and graphs to make your data clear and easy to
understand. However, you should remember that you write a report ; you do not draw a report.
The text is primary. The graphics support the text.

2.Interpret results. Reporting data involves more than just presenting it. Often, you need to
interpret or analyze the data, that is, say what it means, especially in relation to your research
question.

3.Use headings and sub-headings. This section in which you present and interpret findings
can go over several pages in some reports. In this case, you will need to use subheadings to
indicate clearly what the findings are.

4.Use language of reporting appropriately. Very often, when student writes report on
information obtained from primary research, they do not use the appropriate forms of
expression.
 Inappropriate and Appropriate Ways of Reporting Data
Inappropriate Appropriate
1. From the survey, 40% of the respondents feel....... 1. The survey shows that 40% of the respondents
(It is not from the survey that the respondents feel feel.......
or think a certain way)
2. From the study, not many people ........ 2. The survey shows that 40% of the respondents
feel.......
3. From interviews with students, they do not benefit 3. From interviews with students, it can be seen that/
from............ it was found out that they do not benefit from........

4. Through my dealing with employees, they are 4. Through the researcher’s dealings with
concerned mostly with........... employees, it was found out that they are
concerned with....OR

5. The researcher’s dealings with employees show

that they are concerned mostly...........
 5.Refer to Figures Correctly. If you place any figure or table in the results section of
your report, you should number it and give it a concise, accurate title. Then you
need to draw the reader’s attention to it in your text so as to integrate the illustration
more effectively into your report.

Lesson 2. Guidelines in Making Conclusions and Recommendations

• Every good research ends with sensible conclusions and recommendations. Any
research objectives, frameworks, methodologies, and findings become highly
meaningful and important when used to portray practical insights and possible
solutions to the existing problems.

• According to Baron (2010) discussions on the last part of the research paper provide
the researcher with one of the very few opportunities throughout the study to explore
ideas and possibilities.
 The Conclusion

• Baron (2010) explains that conclusions are drawn from the findings and
results of the data analysis. Findings from the present study should provide
the primary information for drawing conclusions.

• While conclusions may be written in a narrative form or listed one at the time,
listing them one at a time is generally easier for readers to follow and helps
maintain clarity of focus for each conclusion.

Some researchers choose to discuss each conclusion or finding separately, while

others prefers to address several or all of them at once in a general discussion.
An important observation regarding conclusions is in order:

1. Conclusions are not the same as findings and should not simply be
restatement of findings.

2. A conclusion should be broader and more encompassing than a specific

finding, and several findings may be incorporated into one conclusion.

3. While several findings may be used to support one conclusion, it is also

possible that one finding might give rise to several conclusions (although
this is somewhat less common).

4. Generally, while specific findings are stated in the past tense (e.g.,
students expressed greatest satisfaction with university instructors),
conclusions are stated in the present tense
 The Recommendations

• Recommendations are suggestions for improvement derived from the findings

and conclusions of the results. These are concerned on how identified
practices, policies, implementing strategies could get better based on the
results of the study undertaken.

• Practically, recommendations should be addressed to groups of individuals or

sectors identified in the Significance of the Study. This is to stress the relevance
of the findings and conclusions to the particular groups of people who were
given emphasis as recipients of the outcomes of the research.

• Baron (2010) consequently emphasized that the final section of every research
paper contains recommendations that emerge from the study.
 Generally, recommendations are of two district types:
1. recommendations for actions or practice (based on the study’s finding and
conclusions and sometimes headed recommendations from the study or
recommendations for practice); and
2. recommendations for further study.

Lesson 3. Listing of References Connecting to Prior Knowledge

• According to Allen (2000), it is important to properly and appropriately cite

references in scientific research papers in order to acknowledge your sources
and give credit where credit is due.
• Citations to appropriate sources show that you’ve done your homework and are
aware of the background and context into which your work fits, and they help
lend validity to your arguments.
• Reference citations also provide avenues for interested readers to follow up
on aspects of your work they help weave the web of science. You may wish to
include citations for sources that add relevant information to your own work or
that present alternate views.

• Your list of references should include all of the references you cited in your
papers, and no more! It should be arrange in alphabetical order by the last
name of the first author.
• If you have more than one entry by the same author, they should be further
ordered by increasing publication date (more recent papers last).
• If you have multiple sources from a single author published in the same year,
distinguish them both in the in-text citation and in the in the reference list, by
appending the letters a, b, c... to the year. in the order in which the different
references appear in your paper,

(For example: Allen 1996a, 1996b.)

• The exact format is not critical, but consistency and completeness is.
Reference lists are generally reverse-indented --this just helps the reader to
find references to specific authors that much faster.

1. For Book. List all authors by last name and initials, separated by commas if there are
more than two authors. Put “and” before the last author in the list. Then put the year of
publication, the title of the book (in italics if possible), the publisher, the city, and the
number of pages in the book. Here are the example using the APA format for citation.
a. One author:

Gould, S. J. (1983). Hen’s teeth and horse’s toes. W. W. Norton: New York City, 413 p.

b. Two or more author:

Ingmanson, D. E. and Wallace, W. J. (1985). Oceanography: An Introduction. Wadsworth:

Belmont, CA, 530 p.
2. For Articles or Chapters with Separate Authors from a Book or Compilation.
List the author(s) of the article using the same format given above for books, then
give the year, the title of the article or chapter (no quotes, italics or underlines),
then the name(s) of the editor(s) of the book or compilation, followed by “ed.” or
“eds.”. Then put the title of the book (in italics if possible), the publisher, the city,
and the page numbers where the article can be found:

Rodgers, J. (1983). The life history of a mountain range.-- Appalachians, in Hsu, K. J., ed.
Mountain Building Processes, Academic Press, Orlando, p. 229-243.
3. For an Article from a Journal or Magazine. List the author(s) of the article
using the same format given above for books, then give the year, the title of the
article or chapter (no quotes, italics or underlines), then the title of the journal or
magazine (in italics if possible), the volume number of the journal (do not use
the publication date), and page numbers where the article can be found.

a. One author:

Maddox, J. (1987). The great ozone controversy, Nature, v. 329, p. 101.

b. Two or more author:

Vink, G. E. Morgan, W. J., and Vogt, P. R. (1985). The Earth’s hot spots. Sciencetific
America, v. 252, p. 50-57.
4. For Internet Sources. Give the author’s last name and initials (if known) and
the date of publication (or last modification). Next, list the full title work (e.g. the
specific web page), and then the title of the complete work or site (if applicable)
in italics (if possible). Include any version or file numbers, enclosed in
parenthesis.

Most important, provide the full URL to the resource, including the protocol, host
address, and the complete path or directories necessary to access the document.
Be sure to spell this out exactly! (best to use electronic “copy” from the “location”
box of your browser and “paste” into your word processor).

Finally specify the date that you last accessed the site, enclosed in parentheses.

Focazio, M.J., Welch, A.H., Watkins, S.A. Helsel, D.R., and Horn, M.A. (1999). A
retrospective analysis on the occurence of arsenic in ground water resources of
the United States and limitations in drinking-water-supply characterizations. U.S.
Geological Survey Water-Resources Investigation Report 99-4297; http://
co.waters.usage.gov/trace/pubs/wrir-99-4279/ (August 1, 2000)
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