The document provides guidance on drawing conclusions from qualitative research. It discusses identifying patterns and themes in the data, making comparisons, clustering similar data, and counting occurrences. The conclusion should summarize key findings and implications without introducing new information. Strategies for writing conclusions include echoing the introduction, challenging readers, and looking to future applications. Drawing conclusions is an iterative process that begins with coding data and identifying propositions, and verifies conclusions by noting patterns, making comparisons, and clustering data.

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Drawing ConclusionS From
PatternS and themes
PARTNER:
-Lawrence Datiles
-Kyle Reyman B. Almedora

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A conclusion is like the final chord in a song. It is the section in a
research report where the researcher finds a chance of leaving a lasting
impression. It usually includes a comprehensive summary of the
findings. The key points are highlighted briefly based on the analysis
or results of the study. Important implications applied to practice are
specifically noted. Furthermore, the conclusion points out to what
were factually learned from the inquiry. This section elucidates on
drawing and writing the conclusion of the research paper.
INTRODUCTION
You have to state your conclusions in clear, simple language. No
new information should be added to the conclusion. It is in the
conclusion where you describe the value of your research.

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Characteristics of Conclusions
1. Conclusions are inferences, deductions, abstractions, implications, interpretations,
general statements and/or generalizations based upon the findings.
2. Conclusions should appropriately answer the specific questions raised at the beginning
of the investigation in the order they are given under the statement of the problem.
3. Conclusions should point out w hat were-factually learned from the inquiry.
4. Conclusions should be formulated concisely that is, brief and short, yet they
convey all the necessary information resulting from the investigation.

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Purposes of a Conclusion
Conclusion does the following:
1. Stress the importance of the thesis statement.
2. Give the written work a sense of completeness.
3. Leave a final impression on the reader.
4. Demonstrates good organization.
Start with a quick scan of the evidence you gathered, then verify or confirm through a
review. Specifically, conclusions in a research report are logical deductions, inferences
abstractions, implications, interpretations, general statements and generalizations based on
the data in the findings section. You are given the opportunity to discuss the meaning of your
results beyond what they mean statistically. This means that you interpret the findings and
show what can be concluded from them in your discussion. You may indicate whether the

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results confirm totally or in part, your original expectations and predictions. You go back to
the rotnesta and tell whether it was supported and why. Include a discussion of any
limitations Inherent in your research procedures. Add further explanations of the relationship
of your results to the original problem description. The conclusion should confirm for the
reader that the report's purposes have been achieved.
Importance of a Good Conclusion
A well-written conclusion provides you with important opportunities to demonstrate
to the reader your understanding of the research problem. These include:
I. Presenting the last word on the issues you raised in your paper. Just as the introduction
gives a first impression to your reader, the conclusion offers a chance to leave a lasting
impression. Do this, for example, by highlighting key points inyour analysis or results or by
noting important or unexpected implications applied to practice.

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2. Summarizing your thoughts and conveying the larger significance ofy our study. The
conclusion is an opportunity to succinctly answer the "So What?" question by placing the
study within the context of past research about the topic you've investigated.
3. Identifying how a gap in the literature has been addressed. The conclusion can be
where you describe how a previously identified gap in the litearture [described in your
literature review section] has been filled by your research.
4. Demonstrating the importance of your ideas. Don't be shy. The conclusion offers you
the opportunity to elaborate on the impact and significance of your findings.
5. Introducing possible new or expanded ways of thinking at about thech research should
problem. This does not refer to introducing new infoapproahces for framing or rmion
[which be avoided], but to other new insight and creative contextualizing the research
problem based on the results of your study.
Source: http:/libguides.use.edu/writingguideconclusion.

7. Here are some strategies for writing conclusions.
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• Echoing your introduction, or simply reiterate or link ideas expressed
in the other sections of the research.
STRATEGIES IN WRITING AND CONCLUSIONS
• Challenging the reader by directing or showing how readers can
apply the study in their own lives.
• Looking to the future by emphasizing the importance of your paper
or redirecting the reader's thought process in looking at things more
globally.
• Posing questions where the readers can gain a new perspective on the
topic or you may also bring your main ideas together to create a new
meaning.

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The process of drawing conclusions begins early as you code your
data. As you review and code your data begin to form ideas about the
important phenomena they indicate as well generate propositions
about them and the relationships among them. Once the data are
coded, you will look over the propositions to write your conclusions.
In drawing and verifying conclusions from qualitative data among
the most useful in the analysis are:
• Noting patterns and theme. These are recurring themes which put
together many separate pieces of data. The data may be grouped
according to theme. It may however happen that evidence may be
applicable to one or more themes.

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• Making contrasts and comparisons. Comparison is a classic way to
test a conclusion. The responses gathered from parents, students,
teachers and other groups can be compared and contrasted so that
differences can be noted. When conflicting information comes up,
then you can refer to the sources of the different data.
• Clustering. This process refers to the grouping of data, then
conceptualizing information that has similar patterns or
characteristics. It is called "categorizing" because steps must be
taken to ensure that other information are considered or included.
• Counting. Qualitative research, as discussed is basically descriptive and
goes beyond how much of something to describe the subject or topic
under investigation. However, the number of times something occurs or is
reported tells something about how important or how significant an item is.

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Finally, no new information should be added to the conclusions. Avoid after
thoughts or new additional ideas. If you have new information, put it in the
discussion or other appropriate section of the paper. Although no actual
information is introduced, the conclusion is where you write your most
important contributions to the paper I is where you describe the value of
your research. Your conclusion/s shows how well you understand the
materials you have worked on. One writing tip is to avoid using phrases like
"in conclusion", "in summary" and "in closing". These expressions can be
useful and even welcome in oral presentations. Avoid ending the paper
without a sense of coherence. Ensure that conclusions are meaningful. The
analysis presented must go beyond a descriptive synthesis of the data.

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The matix analysis is one of the most common forms of analysis in
qualitative research. It emphasizes pinpointing, examining and recording
patterns (or themes) within data. Themes are patterns across data sets that
are important to the description of a phenomenon and are associate to a
specific research question. (https.//en.wikipedia.org/wiki/Themtic_anlysis)
An Example of a Section on Conclusions
The use of qualitative methodology was beneficial in uncovering the
perception of students' experiences in tutorial learning. In-depth interviews
were conducted with the participants of the study and the MBTI was
utilized to explore how their perceptions of tutoring were related to their
personality type preferences. The students who chose to participate in the
study had also voluntarily chosen to receive tutorial learning services.

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The shared stories of participants produced an increased awareness of
how rn tutees decided to choose to attend tutorial learning, how they
described their relationship with the tutor, how they gained learning
strategies, and how they perceived derived benefits of tutorial learning.
The conclusions of the study resulted to a more comprehensive
understanding of what students want and need and how to possibly better
serve them through the tutorial learning support programs. The findings
may help to explore institutional practices that encourage excellence in
academics for all students. The results also address how students'
preferences relate to this tutorial learning experience, specifically and their
overall learning, in general. (etd.lsu. unrestricted.alexander_dis)

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