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Guidelines in Making Conclusions and Recommendations: Competency

Practical Research

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6 views

Guidelines in Making Conclusions and Recommendations: Competency

Practical Research

Uploaded by

Tj Flores
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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GUIDELINES IN MAKING CONCLUSIONS AND RECOMMENDATIONS

Competency

 Draws conclusions from research findings (CS_RS12-IIh-j-1)


Short Discussion

Conclusions are insights drawn from the findings of each problem. It represents
inferences drawn from the findings of the study. The number of conclusions coincide the
number of specific findings. You have to formulate the conclusions concisely and briefly.
It should not contain any number or measurements. If there are tested hypotheses in
the study, the rejection or acceptance of hypotheses are placed under conclusions.

This may be a closing paragraph that summarizes the main points of the
research. It should not be a very long paragraph — actually, it’s the shortest part of the
paper, but the one that is still very important. Since the conclusion is the final result, it
should give the final impression and it should summarize the learnings from the study. It
leaves the reader in no doubt that you have answered the questions posed in your
paper. It is a wrapped-up of the entire project and its completeness.

Strategies for Writing an Effective Conclusion

1. Conclusions are intertwined


with the introduction

Intertwining your
conclusion with the Introduction
of your research paper can be a
good strategy, as you will end
with the scenario that you have
evidences to contribute a new
understanding to a field of
study.

Example:

Introduction

Reproductive health education is one area of research that should be tackled in


schools. High school students should be exposed to innovate ways of disseminating
and communicating issues or reproductive health education of high school students
shall be the focus of the study.
2

Conclusion

The high school student respondents are not fully aware and have little
knowledge in reproductive health education on the following areas: social and gender
related issues, family planning and other clinical services.

2. Conclusions are inferences and generalizations based upon the findings.

Example: Based on a research study on “Factors Affecting the Career Choices of High
School Students” two (2) conclusions can be drawn from the findings of the study:

Conclusion 1: Males prefer technology-based courses while females prefer business-


related courses.

Conclusion 2: There is a significant difference between the career choices of male and
female high school respondents.

3. Conclusions should specifically answer the questions posed in the “Statement of the
Problem” of your research study.

Example: If the profile of the respondents will be used to test for variation on other
measures, here are some examples of possible conclusions:

Conclusion 1: Majority of the respondents are aged 12-16 and mostly are males.

Conclusion 2: Respondents of the study are mostly Catholics.

Conclusion 3: Among the profile of the respondents, age and gender are
significantly related to achievement in mathematics.

4. Conclusions should contain facts or actual results from the inquiry or research
study. Conclusions should never be based from implied or indirect implications of
the findings.

Example: In a research study on the “Evaluation of Mainstreaming Special


Education (SPED) for Visually Impaired” of DepEd, results indicated that teachers
are not majors of SPED and the facilities are inadequate to support the program.

It cannot be concluded that mainstreaming SPED for visually impaired is


weak due to non-qualification of teachers and lack of facilities. These statements
are implied or indirect. Further study should be made to determine the weakness of
the SPED program (in this case) due to school factors such as teacher
qualifications and adequacy of facilities.
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Other Guidelines in Writing Conclusions

An effective way to writing a conclusion is to


provide completion of your research paper. The reader
should feel satisfied after you have fully explained all what
you have fully accomplished.

1. Conclusions should be clearly, concisely and briefly


stated.

2. Conclusions should be original and accurate.

3. Conclusions should not introduce new arguments, new ideas or information not
related to your research study.

4. Conclusions should leave the reader with an interesting final impression.

5. Conclusions should refer only to the subjects or population of your research


study.

6. Conclusions should contain categorical statements. Refrain from using words like
perhaps or maybe, or those words that would imply unresolved issues.

7. Conclusions should not contain apologetic statements for unresolved problems in


the study.

Generalization

These important point/s of this Self Learning Kit (SLK) is/are listed below.

 Conclusions are the summary of your research findings and the main points of
your research. It gives final impression and learnings to your readers. It may be
written in paragraph form or being enumerated using numbers or bullets.

Assessment/ Applications

I. Instructions: Given the following guides/bases, draw possible conclusions. Use


separate sheet for your answer.

1. If the problems raised in a research study entitled “Reading Difficulties of First Year
High School Students” were:
4

Problem 1: In what areas do the student respondents encounter difficulties in


reading?
Problem 2: Is the profile of the student respondents significantly related to their
reading difficulties?

2. Based on the research study on “Factors Affecting the Strand Selection of Grade 10
Students”

3. Introduction
School children of today are exposed to the risk of being victims of HIV/AIDS -
which was quite unknown to their predecessors a few decades ago. The epidemic of
HIV/AIDS is now progressing at a rapid pace among young people. Studies have
reported that young people form a significant segment of those attending sexually
transmitted infection (STI) clinics and those infected by HIV. (1) Programme managers
and policy makers have often recommended that schools can act at the center point for
disseminating information and education on HIV/AIDS. Hence, school education has
been described as a ‘social vaccine’, and it can serve as a powerful preventive tool. In
India, there is a wide gap between the inputs in the HIV/AIDS curriculum for schools
and the actual education that is imparted. (2) As children are a valuable resource for the
future of a country, it is imperative that they be equipped with ample amount of
information to protect themselves and their counterparts from falling a prey this still-an-
incurable killer disease. With this background, the present study was conducted with the
following objectives: (i) To assess the awareness of school children regarding
HIV/AIDS; (ii) to provide suggestions for school AIDS education.

II. Instructions: Make a concept map summarizing the basic characteristics of


conclusions. Use separate sheet for your answer.

References

Nelia G. Prieto, Phd. Victoria C. Naval, DEM, Teresita G. Carey, DALL. (2017). Practical
Research 2 for Senior High School. Lori Mar Publishing.

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