FORMULATING CONCLUSIONS

AND RECOMMENDATION

REPOR TIN G IN MOD UL E 1 4 ON

PR R

R E P O R T E R S : B U E N AV I D E S , M A R I E L L E R . D I A Z , F I O N A
K Y L E N E I . G A L O , J O H N L O U I E V. N E B R I J A , J H A S M I N E E .
 OVERVIEW!!!!!

Research writing and reporting is not an

easy task for neophytes. This section aims to
provide answers concerning writing a
research report. The different parts of
research report will be briefly discussed
following the outline below:
 1.Introductory Phase.

The introduction allows you to orient the

reader to your research project and preview
the organization of your thesis. In the
introduction, state what the researched and
introduce your research question(s) or
hypothesis
 2.Review Of Literature.

A literature review is a survey of credible sources on

a topic, often used in dissertations, theses, and
research papers. Literature reviews give an overview
of knowledge on a subject, helping you identify
relevant theories and methods, as well as gasp in
existing research.
 3.Research Methodology.

What is a thesis research methodology? A thesis

research methodology explains the type of research
performed, justifies the methods that you chose by
linking back to the literature review, and describes
the data collection and analysis procedures. It is
included in your thesis after the introduction
section.
 4.Body of Report.

In the main body of the thesis, the author presents

the narrative argument. The text is divided into
major divisions (Sections or Chapter), each
presenting a main point in the argument. Each
major division usually contains subdivisions that
will aid the reader understanding the given
information.
 5.Conclusion and Recommendation.

Conclusions should be logical and clearly

explained, and should take into account any
limitations of data or analysis.

Recommendations are specific actions that

can be taken based on the findings and
conclusions
 Introductory Phase.

As suggested by Silverman (2006),

research report starts from four elements
including title, abstract, list of contents and
introductions, The following is a brief of
description of each element.
 Research Title.

A research title must get the attention of the readers.

In other words, it must be “catchy. Being catchy does
not mean sacrificing the main message or idea of your
report. Hence, according to Silverman (2006, p. 339)
choose ‘a title that catches the reader’s attention while
properly informing them about the focus of your
research. “Silverman(2006, p. 206) is suggesting a
“two-part title” containing a stimulating title applying
a present participle signifying action a subtitle which
is more descriptive
 Example, And Research Abstract

RESEARCH ABSTRACT

Example: A research abstract is a vital

Stimulating title: Have you experienced being component of a report as it
Bullied? provides the readers with
Descriptive title: A study on the perception of the snap view of what you will
Victims of bullying in the primary schools expect from it. The abstract
gives a synopsis of the objectives
and results of the report to be
described in detailed form in the body of
the report. Silverman (2006) identified what an abstract should contain
 Parts Of Research Abstract.

1.Research Problem
2.Significance and Value of the Problem
3.Data and Methods Utilized
4.Main Findings
5. Implication in the Light of other Research

A research abstract has a word limit. The most common word limit is
100. This is a challenging part of writing a report because it is difficult
to write the many things that you want to impart in just a few words.
 List Of Contents.

A list of contents is a useful components of a

report as it guides the readers to find their
way through the different parts of the report.
Hence, the consistency of the page numbers
with the parts of the report vital Inconsistent
page numbering would result to the reader’s
confusion
 Introductions.

The introductions acquaints the

readers with the what, why, and
how of the report. According to
Murcott (1997, p. 1) as cited in
Silverman (2006).
 Review Of Literature. (RRL)

The review of Related Literature (RRL) provides study background and environment. The
intention of the RRL is to locate the study in its area of discipline and reveal its relevance and
significance in the environment. The RRL would indicate if your topic is building on previous
researchers or if it is a new area of inquiry. The RRL should make one realize that study is
worth pursuing or not

According to Silverman (2006). RRL is not a “litany” of all studies done related to the
topic. It is also not an inventory of the accomplishment of other authors on the same topic
nor is it a map of projects like the area of the study. Rather, it is an environmental or
disciplinal context that leads one to locate one’s study Hence, Silverman (2008) recommends
the following points:

>Focus only studies that are vital and relevant in

defining your research problem

>Organize what you say in the form of an argument

rather than a simple description of other studies
 Research Methodology.

In research, the research process is as important as the

research content. Thus, a research report must also contain a
description of the research strategy. The readers will be
interested finding how you arrived at a particular study
result. Silverman (2008) pointed out than the readers would
be interested to know the following:
1. Research Topic
2. Case(s) you have studied
3. Research methods you have chosen to use
4. How you have analyzed the data
 Research Methodology.

This part of the research report is sensitive hence must be dealt with caution.
For you to answer question such as: Is your methodology appropriate for the
research problem? How did you reach that conclusion? Silverman suggested that
to be able answer methodological questions, you must be familiar with and
knowledgeable about the following:

*Data you have studied

*How you obtained those data
*What claims you are making about the data
*Methods you have used to gather the data
*Why you have chosen these methods
*How you have analyzed your data
 Writing Your Data.

The most essential part of the report is writing about the data collected
through your research. There are two important areas of consideration in the
writing up of data, namely, data analysis and data presentation.
In the data analysis, there is no right or wrong way. Creswell (1994, p. 153)
only requires the researcher to:
1.”be comfortable with developing categories and making comparison
and contrast”
2.”be open to possibilities and see contrary or alternative explanations
for the findings”
To assist the researcher in the data analysis, attention must be given to (a)
sorting information into categories, (b) formatting the information into a story or
picture, (c) actual data analysis and write up.
In the narrative report, Creswell (1994, p. 160) identified some tips based on
the types of research that of research that the researcher might want consider:
 TYPE FOR CONSIDERATION

Consider (a) single case or multi case or

cross-case comparison; (b) holistic or
embedded analysis (multiunit (c) one of
Case Studies
Yin’s illustrative structure (linear-
analytic, comparative, chronological
theory building)

Consider establishing(a) dimension or

perspective; (6) spradley six level of
writing an ethnography (Universal
Ethnograph
statements, cross-cultural descriptions
y
general statement about society, specific
context, specific statement about culture,
actual behavior); or (c) tell a story
 Consider presenting information
from open coding a list categories;
using axial coding, and drawing a
Grounded
visual that explains propositions or
Theory
hypotheses: or developing a story
that relates the open and axial coding
to one category (selective coding)

The outcome typically consists od

descriptive narrative, a synthesis of
Phenomenology
knowledge about the phenomenon
under study.
 How to Write an Effective Conclusion.

To help you make conclusions, below are some tips from practitioners. Lye ( n.
d.), a student tutor from Laurier Writing Center, developed some guidelines on
writing conclusions. Descriptions of each guidelines are presented below:

Implicitly restate your thesis/position.

While it is not advisable from a stylistic standpoint to simplify copy

your thesis and paste it at the end of your paper, stating your
argument in a more general form is important because it shows the
reader you have a cohesive argument that is in your work from start
to finish. Think of this way: in a general sense your thesis states “I
WILL argue that… “, while your conclusion should emphasize “I
HAVE argued that…”. The thesis is meant to establish the direction
of your essay, the conclusion should make it clear to the reader that
you have kept on track and supported you argument
 How to Write an Effective Conclusion.

To help you make conclusions, below are some tips from practitioners.
Lye ( n. d.), a student tutor from Laurier Writing Center, developed some
guidelines on writing conclusions. Descriptions of each guidelines are
presented below:

Emphasize the importance of you subject by placing it in a larger context.

This dos not mean stating in the history of the world, my topic is the
most important’; it does mean answering the “so what?” question that
all readers of academic writing ask. Essentially, why was it important
that you wrote your paper in the subject? State the significance of your
argument by relating it to these larger areas of inquiry. Show your
argument might advance knowledge in a discipline, take a position in a
larger debate, or provide solutions to a problem
 How to Write an Effective Conclusion.

To help you make conclusions, below are some tips from practitioners.
Lye ( n. d.), a student tutor from Laurier Writing Center, developed some
guidelines on writing conclusions. Descriptions of each guidelines are
presented below:

Offer suggestions for the future based on what you have argued.

In similar vein to offering context for your argument, protecting what

you have argued into the future allows the reader to see the
meaningfulness of your argument. If you have made you point
effectively, reader is likely to take your predictions seriously and thus
see additional relevance in what you have argued up to this point.
Looking to the future can also make your readers consider your
argument long they have finished with your paper
 How to Write an Effective Conclusion.

To help you make conclusions, below are some tips from practitioners.
Lye ( n. d.), a student tutor from Laurier Writing Center, developed some
guidelines on writing conclusions. Descriptions of each guidelines are
presented below:

End with a relevant and powerful quote or anecdote that serves to “sum up
your paper.

If you can, end you conclusion (and thus, your paper) with a succinct
quote or illustrative example of your argument. Academic readers
like see essays ended in a concise and meaningful way Quotes,
anecdotes, example allow you to end your essay in a way that both
gets you main point across. They are also stylistically effective
 How to Write an Effective Conclusion.

To help you make conclusions, below are some tips from practitioners.
Lye ( n. d.), a student tutor from Laurier Writing Center, developed some
guidelines on writing conclusions. Descriptions of each guidelines are
presented below:

Do not bring in a new material.

The conclusion is your space to wrap up your paper, not throw in any
additional points that you were not able to work into the body of your
paper. It is one thing to generalize or place your argument in a
broader academic context, but it is quite another to introduce a whole
new idea that you do not have room to develop. If you find yourself
mentioning additional ideas in the conclusion, do your reader and
yourself a favor –add in another body paragraph and expand on the
new idea in an effective way.
 How to Write an Effective Conclusion.

To help you make conclusions, below are some tips from practitioners.
Lye ( n. d.), a student tutor from Laurier Writing Center, developed some
guidelines on writing conclusions. Descriptions of each guidelines are
presented below:

Do not weaken your position by apologizing for what you have already
argued.

If your paper has followed the conventions of academic writing-if

you have created a thesis and given evidence to support your
position-then you have met the reader’s expectations. Ending your
essay by apologizing for your stance detracts from argument you
should be emphasizing.
 How to Write an Effective Conclusion.

To help you make conclusions, below are some tips from practitioners.
Lye ( n. d.), a student tutor from Laurier Writing Center, developed some
guidelines on writing conclusions. Descriptions of each guidelines are
presented below:

Do not end a “cliff hanger,” leaving the reader feeling unsatisfied.

Remember, your paper is meant to provide evidence to support your

thesis so your goal should be to conclude it in such a way that the
reader feels all the questions have been addressed. A paper that hints
at further information or that promises to resolve an issue but never
does, will not help you make your argument. Your goal is to create a
self-contained argument within the essay, to leave the reader waiting
for a sequel.
 For the Recommendation.

The research recommendation is the part of the

paper where you make suggestions about some
resolutions as a response to the research problem. It
must be consistent with the conclusion. It must also
propose specific solutions connected with the
findings of the study and it must be supported by
relevant and specific data from the findings.

Below are some tips from Teijlingen (2011) on how

to write recommendations:
“You should not recommend anything that you have not
previously discussed in the discussion. The rule ‘no new
material in your conclusion is also applicable to your
recommendations
“Recommendations are not the same as conclusions as
(a) ‘something’; and (c) ‘ need to do.”

“There may be different levels within your set

recommendations for (a) academics (i.e., more research
is needed into…); (b) for policy makers (e.g., data
managers in local government need to consider the
mental well-being of their staff); as well as
recommendation for (d) training/education.”