III Module 2 (1)

Understanding Research Conclusions

Definition and Purpose

• Conclusions in research are abstractions of the summary of findings, highlighting the most important aspects in relation to the study's objectives (Ardales, 2001).
• They help readers understand the significance of the study and its implications.
• A conclusion is not just a summary but a synthesis of key points, potentially recommending areas for future research.

Key Characteristics of a Strong Conclusion

• Synthesizes main points and directly answers research questions.
• Draws inferences, deductions, interpretations, and implications from findings.
• Emphasizes main points from the research results and data analysis section.
• Uses clear and simple language to ensure clarity.

Guidelines for Writing an Effective Conclusion

(University of South Carolina, 2016)

1. Be concise and direct to the point.
2. Move from specific to general. Start by addressing the research problem, then explain how the study contributes to the field.
3. Highlight new knowledge or understanding gained from the study.
4. Conclusions should be anchored on research findings and presented as a synthesis of key points.
5. Ensure direct answers to research questions raised at the beginning of the study. No conclusions should be drawn from implied or indirect effects of the findings.
6. Conclusions should be stated categorically and refer only to the population, area, or subject of the study without unnecessary repetition.

Conclusion in Quantitative Research

• This is where the hypothesis is answered based on statistical data.
• Should clearly state significant findings and what they imply in relation to the study's objectives.

Example of Well-Written Research Conclusions

1. Qualitative Research Example

(From Gestole & Guira, 2021, An Airplane with No Passenger: A Phenomenological Design Among Senior High School Graduates Without Curriculum Exit Selection)

Summary of Findings:

• Reasons for not choosing curriculum exits: laziness, lack of enthusiasm, financial constraints.
• Lived experiences: Early marriage, poverty, parental restrictions, uncertainty.
• Problems faced: Educational mismatch, lack of motivation, poor quality of education, irrelevant courses.
• Concerns: Inadequate attention from school officials, bullying, lack of learning resources, poor internet service, traumatic school experiences.

Conclusion:

1. Various factors affect the decision of SHS graduates not to pursue any curriculum exit, including laziness, lack of enthusiasm, and financial constraints.
2. Their experiences reflect socioeconomic challenges, including early marriage and poverty.
3. Problems like educational mismatch and lack of motivation hinder further education and career growth.
4. SHS graduates without curriculum exits face concerns such as bullying, lack of teacher attention, and inadequate school resources.

2. Quantitative Research Example

(Study on Mathematics Performance Using Math Talk)

Summary of Findings:

• Pretest Comparison: No significant difference between Non-Math Talk and Math Talk groups.
• Posttest Performance: Math Talk group performed significantly better than the Non-Math Talk group.
• Significance of Difference: The use of Math Talk as an Inquiry-Based Strategy led to higher student achievement.

Conclusion:

1. The baseline knowledge of both groups was almost the same before the experiment.
2. Students who used Math Talk had higher achievement than those taught conventionally.
3. Both groups improved their learning, but Math Talk provided better retention and engagement in mathematics.
4. The study supports Math Talk as an effective strategy for teaching mathematics.