Research.pptx

CHAPTER III
Results and Discussion

GENERAL GUIDELINES IN PRESENTING THE
RESULT
• It is where the findings of the study is being reported based
on the methodology applied.
• Results should state the findings of research arranged in a
logical sequence without bias or interpretation.

RESULT
• The results are presented in a format that is accessible to the
reader.
• All graphs, tables, and figures should be accompanied by text
that guides the reader’s attention to significant result

RESULT
• Showing data comparison = bar graph, table
• Showing data trend = line graph, table
• Showing data percentage = pie graph, table

RESULT
• Two basic ways in organizing the result:
1. Presenting all the results, then giving a discussion
2. Presenting part of the results then giving a discussion, presenting
another part then giving a discussion, etc.

WHAT TO AVOID
• The text should not repeat every single detail in the data.
• Remember that tables, graphs, etc. are used to present a lot
of information efficiently, but your job is to direct the
reader’s attention to the significant parts of this information.

WHAT TO AVOID
• Do not present the same data twice in your illustrative
materials.
• If you have already presented some data in a table, do not
present it again in a figure.
• If you have presented data in a figure, do not present it again
in a table.

WHAT TO AVOID
• Reporting background information or attempting to explain
your findings
• Ignoring negative results
• Including raw data or intermediate calculations
• Appendix or appendices

GENERAL GUIDELINES IN DISCUSSION
EXPLANATION OF THE RESULT
The researcher comments whether or not the results were expected,
and presents explanation of the results, particularly those that are
unexpected or unsatisfactory

REFERENCES TO PREVIOUS RESEARCH
The researcher shows comparison of the results with those reported in
the cited literature, or use of the literature to support a claim,
hypothesis, or deduction

DEDUCTION
The researcher shows a claim for how the results can be applied more
generally.
e.g. we fed the fish with a new feed, the fishes gained weight, therefore the new
feed causes fish to gain weight.

HYPOTHESIS
The researcher gives a more general claim or possible conclusion arising
from the results (which will be proved or disproved in later research)

Always remember that the DISCUSSION should
always explain the result

Table Format
Learning Material Aspects Mean Standard Deviation Interpretation
Printed Module 1. Content 4.96 0.16 Highly Acceptable
2. Instructional Quality
4.92 0.18 Highly Acceptable
3. Format 4.92 0.18 Highly Acceptable
4. Presentation 4.89 0.35 Highly Acceptable
5. Accuracy and Up-to-
Datedness of Information
Overall 4.92 0.23 Highly Acceptable
Electronic Module 1. Content 4.93 0.22 Highly Acceptable
2. Instructional Quality
3. Format 4.93 0.22 Highly Acceptable
4. Presentation 4.93 0.25 Highly Acceptable
5. Accuracy and Up-to-
Datedness of Information
6. Technical Quality 4.88 0.36 Highly Acceptable
Overall 4.84 0.33 Highly Acceptable

Which tense should be used in the results
and discussion section of a paper?
• The results section describes experiments that
were completed before the paper was written.
Therefore, the simple past tense is the natural
choice when describing the results obtained.
Example: Overall, there was a significant reduction in the
blood pressure of more than 60% of the patients.

• You may also need to use the future tense in the
discussion section if you are making
recommendations for further research or providing
future direction.
Example: The methods reported here will open up avenues
for further research in the field.

• In the discussion section, the past tense is generally
used to summarize the findings. But when you are
interpreting the results or describing the
significance of the findings, the present tense
should be used. Often, a combination of both the
past and the present tense is used in sentences
within the discussion section.
Example: 63% of the children demonstrated an elevated
level of at least one risk factor, indicating that children
with obesity are at an increased risk of cardiovascular
diseases.

• Example : "Weight increased as the nutritional
value of feed increased. These results suggest that
feeds higher in nutritional value contribute to
greater weight gain in livestock.“
• Use past tense to indicate what you found [weight
increased], but use present tense to suggest what
the result implies.

• However, you should use the present tense to refer
to tables, figures, and graphs that you are using to
present your results.
Example: Table 4 shows the blood pressure levels of
patients before and after administration of the
recommended dose of the drug.

• Table 1 shows (present tense)
• As shown in Table 1, (past tense)
• Use present tense if you will refer to tables/ figures.
• Use past tense if you will use the data in the table
to discuss something.

Calculating the Mean and
Standard Deviation

MEAN
Statement
TALLY (f)
Σfx mean
5 4 3 2 1
I am aware that the
current science
curriculum uses spiral
progression approach
10 10 10 10 6 146 3.17
I am fully aware on
what spiral progression
approach is
4 2 20 0 20 108 2.35
I attended seminars/
trainings regarding the
Science Education
Curriculum
0 0 20 20 6 106 2.30
Spiral progression
approach has already
been a topic in one of
our INSETs/ LAC
Sessions
0 1 45 0 0 139 3.02
I know how spiral
works
40 6 0 0 0 224 4.87
I know the theoretical
bases of spiral
46 0 0 0 0 230 5.00
Mid interval value (x)
Frequency (f)
xf = (10 x 5) + (10 x 4) + (10 x 3) + (10 x 2) + (6 x 1)
xf = 146
146
46
3.17

Standard Deviation
Statement
TALLY (f) Me
an
(x̄)
Σf(x-x
̄ )2 SD
5 4 3 2 1
I am aware that the current
science curriculum uses
spiral progression approach 10 10 10 10 6 3.17 82.7 1.36
I am fully aware on what
spiral progression approach
is
4 2 20 0 20 2.35
Science Education
Curriculum
0 0 20 20 6 2.30
Spiral progression approach
has already been a topic in
one of our INSETs/ LAC
Sessions
0 1 45 0 0 3.02
I know how spiral
works
40 6 0 0 0 4.87
I know the theoretical
bases of spiral progression
approach
46 0 0 0 0 5.00
Σ(x-x̄)2 = 10(5 – 3.17)2 + 10(4 – 3.17)2 + 10(3 – 3.17)2 + 10(2 – 3.17)2 + 6(1 – 3.17)2
Σ(x-x̄)2 = 33.5 + 6.9 + 0.3 + 13.7 + 28.3
Σ(x-x̄)2 = 82.7
82.7
46 – 1
1.84 1.36

Standard Deviation
Statement
TALLY (f) Mean
(x̄)
SD
Interpretatio
n
5 4 3 2 1
science curriculum uses spiral
progression approach 10 10 10 10 6 3.17 1.36 Fairly Acceptable
I am fully aware on what
spiral progression approach is
4 2 20 0 20 2.35
Science Education Curriculum 0 0 20 20 6 2.30
has already been a topic in
one of our INSETs/ LAC
Sessions
0 1 45 0 0 3.02
I know how spiral
progression approach works 40 6 0 0 0 4.87
I know the theoretical bases
of spiral progression
approach
46 0 0 0 0 5.00

Statement
TALLY (f) Mean
(x̄)
SD
Interpretatio
n
5 4 3 2 1
science curriculum uses spiral
progression approach 10 10 10 10 6 3.17 1.35 Faily Acceptable
I am fully aware on what spiral
progression approach is
4 2 20 0 20 2.35 1.32 Unacceptable
I attended seminars/ trainings
regarding the Science
Education Curriculum 0 0 20 20 6 2.30 0.70 Unacceptable
has already been a topic in one
of our INSETs/ LAC Sessions 0 1 45 0 0 3.02 0.15 Faily Acceptable
I know how spiral progression
approach works 40 6 0 0 0 4.87 0.34 Highly Acceptable
I know the theoretical bases of
spiral progression approach
46 0 0 0 0 5.00 0.00 Highly Acceptable
AVERAGE 3.45 0.64
Fairly
Acceptable

Calculating the
Fleiss Kappa Coefficient

Statement
TALLY (f)
Pi
5 4 3 2 1
I am aware that the current science
curriculum uses spiral progression approach 10 10 10 10 6
I am fully aware on what spiral progression
approach is 4 2 20 0 20
I attended seminars/ trainings regarding the
Science Education Curriculum 0 0 20 20 6
Spiral progression approach has already been
a topic in one of our INSETs/ LAC Sessions 0 1 45 0 0
I know how spiral progression approach
works 40 6 0 0 0
I know the theoretical bases of spiral
progression approach 46 0 0 0 0
Pj
Pj = 10 + 4 + 0 + 0 + 40 + 46
Nn
N = no. of Questionnaire Items
n = sample size
Pj = 10 + 4 + 0 + 0 + 40 + 46
(6)(46)
Pj = 100
276
Pj = 0.362

Statement
TALLY (f)
Pi
5 4 3 2 1
works 40 6 0 0 0
Pj 0.362
Pj = 10 + 4 + 0 + 0 + 40 + 46
Nn
n = sample size
Pj = 10 + 4 + 0 + 0 + 40 + 46
(6)(46)
Pj = 100
276
Pj = 0.362

Statement
TALLY (f)
Pi
5 4 3 2 1
works 40 6 0 0 0
Pj 0.362 0.069 0.344 0.109 0.116
Pj = 10 + 4 + 0 + 0 + 40 + 46
Nn
n = sample size
Pj = 10 + 4 + 0 + 0 + 40 + 46
(6)(46)
Pj = 100
276
Pj = 0.362

Statement
TALLY (f)
Pi
5 4 3 2 1
works 40 6 0 0 0
Pj 0.362 0.069 0.344 0.109 0.116
Pe = 0.3622 + 0.0692 + 0.3442 + 0.1092 + 0.1162
= 0.131 + 0.005 + 0.118 + 0.012 + 0.013
= 0.279

Statement
TALLY (f)
Pi
5 4 3 2 1
works 40 6 0 0 0
Pj 0.362 0.069 0.344 0.109 0.116
Pi = 102 + 102 + 102 + 102 + 62 – n
= 100 + 100 + 100 + 100 + 36 – (46)
= 390

Statement
TALLY (f)
Pi
5 4 3 2 1
works 40 6 0 0 0
Pj 0.362 0.069 0.344 0.109 0.116
Pi = 390
n (n-1)
Pi = 390
46 (46-1)
Pi = 390
2070
Pi = 0.188

Statement
TALLY (f)
Pi
5 4 3 2 1
curriculum uses spiral progression approach 10 10 10 10 6 0.188
works 40 6 0 0 0
Pj 0.362 0.069 0.344 0.109 0.116
Pi = 390
n (n-1)
Pi = 390
46 (46-1)
Pi = 390
2070
Pi = 0.188

Statement
TALLY (f)
Pi
5 4 3 2 1
approach is 4 2 20 0 20 0.374
a topic in one of our INSETs/ LAC Sessions 0 1 45 0 0 0.957
works 40 6 0 0 0 0.768
progression approach 46 0 0 0 0 1.000
Pj 0.362 0.069 0.344 0.109 0.116 ΣPi = 3.669
Pi = 390
n (n-1)
Pi = 390
46 (46-1)
Pi = 390
2070
Pi = 0.188

Statement
TALLY (f)
Pi
5 4 3 2 1
approach is 4 2 20 0 20 0.374
a topic in one of our INSETs/ LAC Sessions 0 1 45 0 0 0.957
works 40 6 0 0 0 0.768
progression approach 46 0 0 0 0 1.000
Pj 0.362 0.069 0.344 0.109 0.116 ΣPi = 3.669
P = ΣPi
N
N = No. of Questionnaire Items
P = 3.699
6
P = 0.6115

Fleiss Kappa Coefficient
P = 0.6115
Pe = 0.279
k = 0.6115 - 0.279
1 – 0.279
k = 0.3325
0.721
k = 0.461

INTERPRETING
OPEN-ENDED RESPONSES

What is/are your suggestion/s to improve the
services of the School Canteen?
• Mas masarap sana yung pagkain
• Delicious food
• Greater servings
• Mas marami sana yung takal ng food
• Wag masungit yung nagtitinda
• Staff should be friendly
• Sana maayos yung pila
• Too crowded I hope they can address that
• Mas marami sanang outlet para hindi
crowded sa canteen
• More outlets from different locations of the
school
• Better taste of food
• Serving should be equivalent to its price

What is/are your suggestion/s to improve the
services of the School Canteen?
• Mas masarap sana yung pagkain
• Delicious food
• Greater servings
• Mas marami sana yung takal ng food
• Wag masungit yung nagtitinda
• Staff should be friendly
• Sana maayos yung pila
• Too crowded I hope they can address that
• Mas marami sanang outlet para hindi
crowded sa canteen
• More outlets from different locations of the
school
• Better taste of food
• Serving should be equivalent to its price
• Food Quality (3)
• Food Serving (3)
• Friendly Staff (2)
• Organized Queue (2)
• More Outlets (2)

CHAPTER IV
Summary, Conclusion, and
Recommendation

Parts of Chapter IV
A. Summary of the Study
B. Summary of Results
C. Conclusion
D. Recommendations

SUMMARY OF THE STUDY
This section presents the overall summary of the
research in three to four paragraphs. The summary
includes the following:
a. Very brief background of the study
b. Purpose
c. Research Method used
d. Samples
e. Data Gathering
f. Data Analysis

SUMMARY OF RESULT
This section presents the summary and synthesis of
your Chapter III
Data presented are the overall results of the data

CONCLUSION
This section presents the summarized answer of the
research questions
This also includes what the researcher/s learned and
realized in conducting the study

RECOMMENDATION
This section discusses what the researchers
recommend or suggest to future researchers who
will wish to conduct the study
This section also mentions what should be improved
in the study and what should be explored more

RECOMMENDATION
This section also provides suggestions to
administration and stakeholders on how the result or
outcome of the study can be utilized.

Research.pptx

Recommended

Recommended

More Related Content

Similar to Research.pptx

Similar to Research.pptx (20)

Recently uploaded

Recently uploaded (20)

Research.pptx