Results

and
Discussion
This section presents the new knowledge;
therefore, it is the core of the paper. The
value of the paper depends on what is
contained in this section, and it must be
presented in a clear manner in just the right
number of words, neither more nor less. It is
usually easiest to follow the results if they are
presented in the same order as the objectives
are presented in the Introduction.
This part present the results and make
them meaningful to the reader. The results
are presented in a format that is accessible
to the reader (e.g. in a graph, table,
diagram or written text). The raw data is
usually put in an appendix. All graphs,
tables, diagrams and figures should be
accompanied by text that guides the
reader's attention to significant results.
The text makes the results meaningful by
pointing out the most important results,
simplifying the results (e.g. "nearly half"
instead of "48.9%"), highlighting significant
trends or relationships. Remember that
tables etc. are used to present a lot of
information efficiently, but that your job is
to direct the reader's attention to
significant parts of this information.
 Some guidelines on presenting
the results are given below:
• Present the results simply and clearly
• Report only representative data rather than
(endlessly) repetitive data
• Do not report large masses of data; reduce them to
statistically analyzed summary forms and present in
tables or figures along with essential statistical
information to facilitate understanding and comparing
them
• Repeat in the text only the most important
findings shown in tables and graphs; in other
words, do not repeat in the text all or many of
the data presented in tables and figures
• Include negative data—what was not found—
only if useful for interpreting the results
• Cite in the text every table and figure by number
• Include only tables and figures that are
necessary, clear, and worth reproducing
• Avoid verbose expressions: e.g., instead of
saying ‘‘It is clearly shown in Table 2 that the
presence of tree canopy reduced light
transmission to ground …,’’ say ‘‘Light
transmission to ground was reduced by the
presence of tree canopy (Table 2).’’
 Tables and figures are an integral part of a
well-written scientific paper, and they appear in
the Results section.
While tables present accurate numbers,
figures show trends and features. Do not present
the same data in tables and graphs.
RESULTS AND DISCUSSION

Chapter four of a thesis is

typically dedicated to
presenting and analyzing
the results of your research
study. This chapter often
includes tables, graphs, and
other visual aids to help
illustrate your findings.
When writing chapter four, it's
important to keep the following points
in mind:

1. Start with a brief introduction: Begin

the chapter by reminding the reader of
your research question and the
objectives of your study. You should
also briefly mention the methodology
you used to collect and analyze your
data.
2. Organize your results:

Present your findings in a logical

order that is easy for the reader

to follow. Depending on the

nature of your research, you

may choose to organize your

results by research question or

by theme.
3. Use visual aids: Tables,
graphs, and other visual aids
can help to clarify your
findings and make them
easier to understand. Be sure
to label all visual aids clearly
and explain what they show.
4. Analyze your results: Once you
have presented your findings, it's
time to analyze them. This
involves interpreting the results in
light of your research question and
objectives. Be sure to explain the
significance of your findings and
how they contribute to the existing
body of knowledge on your topic.
5. Discuss any unexpected
findings: If your study
produced unexpected results,
be sure to discuss them in
detail. Explain why you think
these findings occurred and
what implications they have
for your research question
and objectives.
6. Discuss any unexpected
findings: If your study
produced unexpected results,
be sure to discuss them in
detail. Explain why you think
these findings occurred and
what implications they have
for your research question
and objectives.
Interpreting a data table in
research involves
understanding the
information presented in the
table and drawing
meaningful conclusions from
it. Here are some tips for
interpreting a data table:
1. Read the title and
column/row labels: The title of
the table and the labels for
the columns and rows provide
important information about
what the table is showing.
Make sure you understand
what each label represents.
2. Look for patterns and
trends: Examine the data in
the table to identify any
patterns or trends. Look for
changes over time,
differences between groups,
or correlations between
variables.
3. Calculate summary
statistics: If the table
includes numerical data,
calculate summary
statistics such as means,
medians, and standard
deviations to help you
understand the data
4. Draw conclusions: Based
on your interpretation of the
data table, draw conclusions
that are supported by the
evidence. Make sure your
conclusions are clear and
well-supported by the data.
Example:

Table 1 shows the profile of respondents in terms of sex.

Among the 306 respondents, 114 (37%) were male and 192
(63%) were female. This finding suggests that the majority of
respondents were female.
Previous research has also shown that women are more
likely to participate in research studies than men, particularly
in fields such as psychology and healthcare (Flory & Emanuel,
2004). The finding of this study is consistent with this trend,
 Table 2 shows the profile of the respondents in
terms of their academic performance. Of the 306
respondents, 138 (45%) had outstanding academic
performance, with grades between 90-100. Another 85
respondents (28%) had very satisfactory grades
between 85-89, while 63 respondents (21%) had
satisfactory grades between 80-84. Only a small
percentage of respondents had fair (4%) or poor (2%)
academic performance.
These findings suggest that the majority of
respondents in this study had high academic
performance. However, it's important to note that
these results may be influenced by factors such as the
 Table 1 provides a profile of the
respondents, including their
demographic variables such as sex,
academic performance, grade level,
and track/strand.
Of the 306 respondents, 63% were
female and 37% were male. This
finding is consistent with previous
research showing that women are more
 The majority of respondents (45%)
had outstanding academic
performance, with grades between 90-
100. Another 28% had very satisfactory
grades between 85-89, while 21% had
satisfactory grades between 80-84.
Only a small percentage of respondents
had fair (4%) or poor (2%) academic
performance. These results suggest
 Of the 306 respondents, 45% were in
Grade 11 and 55% were in Grade 12. This
finding may have implications for the study's
results, as there may be differences in
academic performance or other factors
between these two groups.
The most common track/strand among
the respondents was Humanities and Social
Sciences (48%), followed by Science,
Technology Engineering and Mathematics
(21%) and Accountancy, Business and
 Table 2 presents the assessment of
the difficulties encountered by the
respondents on distance learning in
terms of environment. The respondents
were asked to rate their level of
agreement or disagreement on each
statement using a Likert scale, with 1
disagree and 4 being strongly agree.
The table also shows the weighted
 Based on the table, the respondents
generally agree that they encounter difficulties
with distance learning in terms of their
environment. The highest-rated statement is "I
find distance learning difficult because of the
distractions coming from the surroundings while
attending the class through online platforms"
with a weighted mean of 2.78, indicating that the
respondents agree with this statement. This is
supported by a study by Kahu and Nelson (2020),
which found that distractions at home are a
 The second-highest rated statement
is "I find it hard to adjust to the reality
that my home is my new classroom"
with a weighted mean of 2.66, which
also indicates agreement among the
respondents. This is in line with the
findings of a study by Artino et al.
(2020), which identified a lack of
separation between home and school
 The third-highest rated statement is "I
am having a hard time doing schoolwork
along with the house chores and other
responsibilities at home" with a weighted
mean of 2.75, indicating agreement
among the respondents. This is
supported by a study by Singh and
Thurman (2019), which found that
household responsibilities and lack of
 Overall, the composite mean of
2.52 indicates that the respondents
encountered difficulties in their
environment while engaging in
distance learning. These findings
suggest that educators and
institutions should consider
providing support and resources to
 The lowest-rated statement is "I do
not have a comfortable place to do
schoolwork" with a weighted mean of
2.14, indicating only slight agreement
among the respondents. However, this
still highlights the importance of having
a comfortable and conducive learning
environment, as a study by Bao (2020)
found that the physical environment
 Mismatch between stated
objectives and discussion/conclusion
is a very common problem in many
manuscripts. Analytical insight is
what we should strive for in the
Discussion section, but unfortunately,
it is difficult to describe how to
accomplish that.
 Lack of such insight is evident when
authors simply state—often repeat—the
results, and make superficial statements
such as ‘‘this work agrees with the work of
author X (some unknown author’s work,
published several years earlier)’’ as though
the objective of research was to see if the
results agreed with some other author’s
(obscure) work published 20 or more years
earlier.
 Another common problem in Discussion
sections is the tendency to move away from the
stated objectives and try to ‘‘solve all
problems.’’

• For example, if the title suggests that the

study is on insect populations in a mixed-plant
system, the paper should focus on that, not
on, say, reporting and discussing yield of crops
and elucidating how adopting such a practice
can reduce deforestation.
 ‘‘Sherlock Holmes and the mystery
of stars’’
Mr. Sherlock Holmes and his sidekick Dr. John H.
Watson went on a camping trip. After a good meal and
a bottle of wine they lay down for the night and went to
sleep. Some hours later, Holmes awoke and nudged his
faithful friend.
‘Watson, look up at the sky and tell me what you see.’
Watson replied, ‘I see millions and millions of stars.’
‘What does that tell you?’
 Watson pondered for a minute.
‘Astronomically, it tells me that there are millions of galaxies
and potentially billions of planets.
Astrologically, I observe that Saturn is in Leo.
Theologically, I can see that God is all powerful and that we
are small and insignificant.
Meteorologically, I suspect that we will have a beautiful day
tomorrow.’
‘What does it tell you?’ Watson asked.
Holmes was silent for a moment, then spoke:
‘Watson, you idiot, somebody has stolen our tent’.
 ORGANIZING RESULTS AND
DISCUSSION
There are two basic ways of organizing the
results:
• Presenting all the results, then giving a
discussion (perhaps in a different section).
• Presenting part of the results then giving a
discussion, presenting another part then giving a
discussion, etc.
 ORGANIZING RESULTS AND
DISCUSSION
The method of organization you use will
depend on the quantity and type of results
you obtain from your research. You should
look for a method of presentation that makes
the information and ideas you are presenting
as clear as possible to the reader.
 The results showed that 60% of the samples
were male (n. 48) and 83.7% (n. 67) were single.
The mean age of the samples was 23.0 ± 1.7
years. Also, 25% (n. 12) of the samples had a
student work experience, and 82.3% (n. 65) had a
history of attending a professional ethics
workshop. In terms of GPA, 57.6% (n.45) attained
grades of A. (Table 1).
 Table 1 shows the respondents’ extent of utilization
of ICT Approaches in terms of technology literacy. The
overall mean of 3.53 suggests that respondents highly
utilized technology literacy approach as they often
perform teaching-related tasks that required the
utilization of such approach like integrating the use of
technology into the curriculum for the enhancement of
the lesson (x̅=3.69), conducting classroom activities and
presentations using ICT tools (x̅=3.57), using
presentation software and other digital media for
instructional presentations (x̅=3.65), and other related
tasks.
 Table 2 presents the respondents’ extent of
utilization of knowledge deepening approach. The
overall mean of 3.45 reveals that the respondents
utilized knowledge deepening approach in performing
teaching-related tasks as they sometimes perform
almost all of the tasks that entail the use of this ICT
approach such as examining the appropriateness of
variety of software packages in support to pupils’
understanding of key concepts and application to solve
complex problem (x̅=3.35), integrating online materials
that facilitate pupils’ deep understanding of key
concepts (x̅=3.35), and other similar tasks
 Discussion
This study determined the extent of utilization of
the Information and Communication Technology (ICT)
approaches in terms of technology literacy, knowledge
deepening, and knowledge creation approaches by
public elementary school teachers. The results revealed
that teachers highly utilized technology literacy
approach in performing teaching-related tasks for they
were trained in technology utilization as it plays vital
roles in teaching pupils.
They often integrate the use of technology into
the curriculum for the enhancement of their
lessons making them literate in using technology
in the pedagogy as they utilize ICT tools as
instructional materials to scaffold challenging
concepts for their pupils to better understand the
lesson.
Estes (2017) supported this idea as he mentioned that
the integration of technology in classroom instruction
can enhance pupils’ engagement maximizing learning
which often leads to a learner-centered pedagogy. This
technology integration in learning provides high-quality
lessons supported by technology-enriched classroom for
the learners. Similarly, Fortich et al. (2014) observed
that teachers are excellent in the actual process of ICT
operations in the classroom.
Meanwhile, teachers were found to utilize knowledge
deepening approach in performing teaching-related
tasks. This result suggests that the respondents
moderately integrate this approach as they sometimes
examine the appropriateness of variety of software
packages in support to pupils’ understanding of key
concepts and application to solve complex problem and
integrate online materials that facilitate pupils’
deep understanding of key concepts suggesting that they
had spent minimal time in examining variety of software
packages and selecting online materials to be integrated
in classroom to enhance the pupils’ understanding of key
concepts.
This notion is affirmed by Liwanag (2015) by clarifying
that teachers are competent in utilizing computer but
have limited time of exploring software resources that
are available.
•The quantitative data generated from
the responses of the respondents were
treated with Pearson’s r and T-test to
determine relationship between their
extent of utilization of ICT approaches
and their self-assessment on multimedia
authoring skills. Result of the test of
correlation is illustrated in Table 9.
It shows that the correlation generated the
computed t-value of 16.190 with its
corresponding p-value of 0.000 is less than the
0.05 alpha level; hence, the researchers afforded
to reject the null hypothesis and affirmed that
there is significant relationship between the
respondents’ extent of utilization of ICT
approaches and their self-assessment on
multimedia authoring skills.
 DISCUSSION
The result affirming that the public elementary
school teachers’ utilization of ICT approaches is
significantly related to their self-assessment on
multimedia authoring skills capitalizes the notion
that the 21st century teachers effectively
integrate technology into teaching which help
them develop their multimedia authoring skills
as they respond to the nature and needs of the
contemporary pupils who are technology-
oriented visual learners.
Hawkins (2010) emphasized that teachers are
effective in utilizing the technology in the
classroom for literacy instruction by which the
learners demonstrated an increase in
motivation, attention and engagement during
the lesson.
This allows the learners to have educational
opportunities to gain the necessary 21st century
skills to be successful in today’s society.
Also, he affirmed that teachers are equipped
with the knowledge and skills of developing of
their own technology presentation when they
are given opportunities to enhance their abilities
in the areas of technology to be proficient and to
be comfortable of using the ICT tools in the
classroom.