LEARNING ACTIVITY SHEET

QUARTER: 4th/SEMESTER: 2nd/WEEK: 3-4

Name: _________________________________________________ Score: ______

Grade & Section: ______ Subject: INQUIRIES, INVESTIGATIONS & IMMERSION

Name of Teacher: _________________________________ Date: _____________

I. Title: Drawing Conclusions, Forwarding Recommendations

II. Type of Activity: Concept notes with formative activities

LAS for summative assessment ( Written Work Performance Task)

III. MELC: Forms logical conclusions; makes recommendations based on

conclusions; and writes clear report.
IV. Learning Objectives:
 Describe conclusion and states conclusion logically.
 Construct recommendations based on conclusions.
 Recognize the importance of summarizing the findings to forward
appropriate recommendations.
 Writes clear report on conclusions and recommendations.
V. Reference/s:
Print Material/s:
Dela Cruz, A. (2018). Inquiries, investigations and Immersion (Application and
Practice of research for Senior High School. Phoenix Publishing House
Inc. Quezon City.
Ardales, V.B. (2001). Basic Concepts and Methods in Research. (2 nd ed).
Concerns, Inc., Ardales Residences, Iloilo City.
Gestole, J. R. A. and Guira, G. (2021). An Airplane with no Passenger: A
Phenomenological Design Among Senior High School Graduates
Without Curriculum Exit Selection.
Online Reference/s:
Writing guide for conclusion? Retrieved at
https://libguides.usc.edu/writingguide/conclusion on April 18, 2021.

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 How to write a conclusion for a research paper? Retrieved at
https://www.indeed.com/career-advice/career-development/how-to-
write-a-conclusion-for-a-research-paper on April 18, 2021.
Writing technical reports – conclusions and recommendations. Retrieved at
https://www.monash.edu/rlo/assignment-samples/engineering/eng-
writing- technical-reports/conclusions-and-recommendations on April 18,
2021.
Writing your recommendations in your research paper. Retrieved at
https://www.latavernetta.info/writing-your-recommendations-in-your-
research- paper/ on April 20, 2021.
Examples of Recommendation sections. Retrieved at
https://unilearning.uow.edu.au/report/3bvii1.html on April 20, 2021.
Conclusions and Recommendations. Retrieved at
https://www.ncbi.nlm.nih.gov/books/NBK20659/ on April 21, 2021.
Creating a rough draft for a research paper. Retrieved at
https://open.lib.umn.edu/writingforsuccess/chapter/12-1-creating-a-
rough-draft- for-a-research-paper/ on April 21, 2021.
VI. Concept Notes

Conclusions in research are “abstractions of the summary of findings into

what are most important in relation to the objectives of the study” (Ardales, 2001).
They help readers understand the significance of the study.

The conclusion is intended to help the reader understand why your research
should matter to them after they have finished reading the paper. A conclusion is not
merely a summary of the main topics covered or a re-statement of your research
problem, but a synthesis of key points and, if applicable, where you recommend new
areas for future research. For most college-level research papers, one or two well-
developed paragraphs is sufficient for a conclusion, although in some cases, three or
more paragraphs may be required.

A conclusion synthesizes the main points of the research and answers the
research questions. Conclusions are inferences, deductions, abstractions,
implications, interpretations, general statements and/or generalizations based upon
the findings.

A well-written conclusion must emphasize the main points discussed in the

research results and data analysis section of the paper. It must be summarized the
main ideas and significance of the research. It must be a synthesis discussed and a
reiteration of evidence presented in the research. This is necessary in order to
explain how the arguments presented in the study answer the research problems.
Also, it must be stated in a clear and simple language.

The University of South Carolina (2016) enumerates the following tips on

formulating a conclusion:

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 1. A conclusion must be concise and direct to the point.

2. A conclusion must be explained from specific to general. It starts by

explaining the research problem (specific). The, it explains how the
study adds new understanding or fills an important gap in the
literature (general).

3. A conclusion must briefly explain how the study contributes to new

knowledge or how it provides a new understanding or interpretation
about the research problem.

Conclusions are realizations anchored on your research findings. The

formulation of your conclusion is based from what you have discovered from the
research findings. These should be presented as synthesis of your key points. The
presented key points tell something about the summary of the previous analysis of
your findings. It shows the interpretation of the data gathered (Source:
https://www.youtube.com/watch?v=O00IfxBf4Sw&t=354s).

Conclusions should appropriately answer the specific questions raised at the

beginning of the investigation in order they are given in the statement of the problem.
It should point out what were factually learned from the inquiry. No conclusion should
be drawn from the implied or indirect effect of the findings. The conclusions should
be based upon the responses to the questions. The study becomes meaningless if
the questions raised are not properly answered.

Without any strong evidence to the contrary, the conclusion should be stated
categorically. It should refer only to the population, area or subject of the study. In
drawing out the conclusion, there should be no repetitions of any statements
anywhere in the research. (Source: https://www.youtube.com/watch?
v=YeKF_tE3G1o&t=291s).

For quantitative research, the conclusion is the place where the hypothesis
can be answered.

The following example can be a motivating factor to write a well-written

conclusion:
1. For Qualitative Research (Excerpt from the study of Gestole and Guira (2021)
entitled, “An Airplane with no Passenger: A Phenomenological Design Among
Senior High School Graduates Without Curriculum Exit Selection”).

Summary of Findings:

Reasons of SHS graduates with no curriculum exits

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 From the narrations of the SHS graduates, the following were the reasons
why they did not choose any of the four curriculum exits that are available for them.
The following reasons are laziness, lack of enthusiasm and lack of finances.

Laziness. This was supported by the narration of Participant 1 who said, “Ta ngamin
ket masadotak nga agbasa, ken mesa pay awan ti sapat nga kuarta mi nga
pagbasak” (I feel lazy going to school and that we don’t have the finances to support
my education in college). Likewise, one informant said added, “Nahihirapan akong
mag-aral kaya heto nawawalan ng gana tinatamad na akong mag-aral, tama na
siguro ang high school graduation.” (It is difficult to study and I don’t have the
motivation and feel lazy to do further study and I believe high school graduation is
enough for me). On the other hand, this reason was narrated by the informants who
said,” Tinamid na akong mag-aral (I feel lazy to study). The findings of the study
imply that SHS graduates who did not choose any of the curriculum exits do not
have the energy, enthusiasm and vigor to pursue higher education and career goals
and would let the opportunity pass. Nevertheless, this finding corroborates the
finding of Stevens & Weale (2014), who concluded that students primarily do not
want to attend college because they are lazy. As explained by Abolencia (2018),
Filipinos have been culturally-educated on being indolent and has been part of its
lifestyles even before the colonizers came to the Philippines.

Lack of enthusiasm. This reason provided by the participants manifest the

inadequacy of interest, fervor or the drive to pursue higher goals after senior high
school. This reflects the need to strengthen the relevance or importance of
education. This reason was supported by the narrations of almost all participants.
Foremost is Participant 4 who exclaimed, “Awan ti mangted ti regta kaniak nga
agbasa, ken diak kayat nga talagan ti agbasa, wenno maaddaan iti trabaho wenno
negosyo. Agpatinggaak latta ditoyen” (I don’t receive any drive to study and I really
decided not to study in higher education, or to land on a job much less to open a
business enterprise).

Lack of finances. The lack of financial support to senior high school graduates is
manifested. Clearly, with the narrations presented, one important reason why SHS
graduates did not choose any of the four curriculum exits is their lack of financial
support from their parents. This finding is corroborated by (Eichelberger, Mattioli, &
Foxhoven, 2017), who said that financial capability in a barrier among students to
pursue higher learning or their chosen career after graduation on high school.

Won’t Fit in College or any Career. Most of the SHS respondents think they won’t
fit in college or in any career. This implies that there are many things left uncovered
and would require a lot of thinking and reflection from educational administrators. In
relation to this, Bissell (2017) made the same discovery with this finding and added
the graduates are not interested in pursuing higher education or career after high
school graduation.

Experiences of SHS graduates with no curriculum exits

The experiences of SHS graduates with no curriculum exit through a

consolidated resulted narration of 20 participants emerged five major themes. These

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major themes as are follows: (1) Too Early to Marry, (2) Epidemic of Poverty, (3)
Parental Restrictions, and (4) Living in a Quandary.

Too Early to Marry. The first theme that emerged from the narration of the
participants is too early to marry. In other words, the participants are already
preparing for family life as regards the future that they may have after SHS
graduation. This finding denotes the deep problem of teenage pregnancy among
senior high school. This therefore deters the SHS graduates to pursue a career in
college or career in business or employment. This finding is similar to the paper of
Habitu, Yalew, & Bisetegn (2018) who explained that early pregnancy results to early
marriage which ends the promising career of a young adult.
Epidemic of Poverty. The second theme that emerged from the narration of the
participants is epidemic of poverty. This implies that most of the participants are
mired in poverty that is difficult to manage. Education should be the primary key to
reach the pinnacle of success but their experience makes it difficult for them to push
through with their dreams. As discovered by Lee (2016), education and career in
business is only for the rich, or for those who can afford it.
Parental Restrictions. The third major theme that emerged from the narrations of
the participants is parental restrictions. This means that the parents themselves do
not what their children to pursue a career in college of an employment or a small
business. It is always the case that graduates, even then have been experiencing
problems related to poverty that have destroyed their hope of a better life.
Living in Quandary. The fourth major theme that emerged from the narrations of
the participants is living in quandary. This implies that the SHS graduates have been
in a dilemma as to their living conditions as evidenced by the narrations that they
expressed during the interview.

Problems of SHS graduates with no curriculum exits

The narratives of the 20 participants showed that they have problems

throughout their senior high school days. These problems are: (1) educational
mismatch, (2) living in an empty dream, (3) education is too good to be true, (4) poor
quality of education and (5) irrelevant courses
Educational mismatch. The first problem that was expressed by the participants is
the educational mismatch. This finding implies that what is being taught in the senior
high school is not what is needed by the SHS graduates. The informants also
revealed,, “Well, ang problema naming Sir ay ang mga tinuturo sa amin, hindi
naman appropriate, para po bang may mismatch. Heto kami, iba inaaral naming,
parang hindi tama Sir. Kumbaga, ito ang kailangan naming matutunan, paano
magpalago ng mga ani naming, pero iba naman ang tinuturo sa amin, magluto pero
ayaw ko naming matutunan iyon, hindi iyon ang gusto ko. Dapat maisip ng mga
leaders natin iyan.” (Well, our problem Sir is that what we are being taught are not
appropriate, it is just like that there is a mismatch. We are in reporting in school, we
are not learning what we need Sir. For example, what we need to know is how to
make our farm progressive, but we are being taught how to cook, but that is not what
we need. The educational leaders must reflect on this). According to Lopez &

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Esparrells (2013), they explained that educational attainment and education
mismatch exists among graduates.
Living in an empty dream. The second problem that was identified from then
narrations of the participants is living in an empty dream. One of the informants said,
“Mam, ti problema mi ket kasla madi ma-reach diay ambition mi. Nagmayat ti
agtagainep ngem saan ko nga ma-achieve ever ti kayat ko. Isu nga until senior high
school ak laengen Mam. Kasla nagmayat koma agbasa iti college ngem kasla saan
talaga nga ma-attain ti ambisyon ko. Adu kayat ko nga aramiden, ngem, saan to
pulos nga ma-attain.” (Ma’am, our problem is that we cannot reach for our dream. It
is very nice to dream, but it will remain to be a dream, because I cannot reach it. As
if, it is very nice to study in college but I believe I cannot reach it. I have a lot of
dreams but I will never attain it).
Education is too good to be true. The third problem that emerged from the
narrations of the participants is education is too good to be true. Likewise, this was
supported by the narration of Participant 6, who said, “Ken ti panagriknak ket saan
nga education wenno panagbasa ti solusyon ti problema tayo. Adu met nakaadal
nga saan nga successful. Adda met dagiti saan nga nakabasa ngem nabaknang da,
adu properties da, adu luglugan da. Kasla madi a talaga.” (I believe, education is not
the solution to our problem. There are many college graduates but they are not
successful. There are also those who have not complete their college degree, but
they are wealthy and have many properties, they have many automobiles. I think it is
very bad).
Poor quality of education. The four problem that emerged from the narrations of
the participants is poor quality education. With the narration of Participant 9 who
said, “Ti maysa pay nga problema mi Mam no kua ket saan nga napintas ti kalidad
ti panagbasa mi. Kadduan na ket saan nga agisuro ti maestri mi. Puros practice no
kua, tapos adu ti panawen nga saan kami agbasa, isu nga nababa kalidad
panagbasa ta eskwela mi Mam.” (Another problem that we are experiencing is that
we have poor quality of education. Most of the time, the teachers are not teaching.
We have mostly practices, and there are many times that we are not learning
anything, this is the reason why we have poor quality of education).

Concerns of SHS graduates with no curriculum exits

From the narrations of the 20 participants, there were concerns that were
identified. These concerns are as follows: (1) inadequate attention from school
officials, (2) bullying, (3) lack of attention from teachers, (4) disinterest in topics, (5)
lack of updated library materials for learning, (6) poor internet service, (7) inadequate
clinic facilities, and (8) traumatic school experiences.
Inadequate attention from school officials. The first concern of the respondents
who did not select any of the four curriculum exits include the lack of attention of
school officials. This concern was supported by most of the respondents. The
informants for instance said, “Hindi naman kami iniintindi na mga SHS students.
Bahala na kami sa aming mga pangangailangan.” (Our needs as SHS students were
not attended to by the school officials).

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Bullying. One important concern that twelve participants have experienced in
bullying. This is a serious matter because this can affect academic performance
especially when fear exists in the school. In support of this concern of SHS
graduates, one informant said, “In the school that I attended, I was bullied not once,
not twice but many times. Mahirap po ito na nangyari sa akin before mam.” (In the
school that I attended, I was bullied, not once, not twice but, many times. This is a
difficult experience for me Mam).

Lack of attention from teachers. Another concern that emerged from the
narrations of participants us lack of attention from teachers. One of the informants
said, “Mga teachers din namin, wala silang paki-alam sa amin, puro naman sila mga
reports ang inaalala, dapat kami ang focus at attention nila Mam, kaya
nakakalungkot.” (The teachers do not care for our needs, they are only focused after
their reports, but we must be their main attention, that is why it is saddening.
Moreover, this finding is corroborated by the study of Blazar & Kraft, (2017), who
noted that teachers need to improve their teaching skills in addressing the needs of
the learners as they observe and see them.

Disinterest in topics. The next concern of the respondents involves lock of interest
to their class topics. This is an interesting concern because it’s ironic that they are
not interested because the topics are well selected by experts of the Department of
Education. For one of the informant, he said, “This are very sad moments in my SHS
days. That is why probably, I am not interested in most of our topics. I am just happy
if we have recess and we have sports activities. After that, wala na.” Likewise,
Thomas (2013) added that topics taught in the senior high school are not interesting
and would be more than interesting if teachers provides a caring attitude in terms of
teaching.

Lack of updated library materials for learning. The next concern among
respondents is the lack of updated library materials of learning. One of the particiant
mentioned, “Gusto ko talaga mag-aral, pero pag punta naman kami sa library,
minsan wala ang librarian kasi may ginagawa o kaya naman, walang maganda
Mabasa, wala naming mga references kami sa mga subjects namin. Tsaka hindi
updated mga books at references doon sa library.” (I really want to study, but when I
visit the library, one time, there is no librarian because she is doing something, or in
one case, there are no good library materials that can be read, because there are no
references for our subjects. And besides we do not have updated books and
references at the library). With this, Kumah (2015) explained that without adequate
library resources, the academic work of students will not be supported.

Poor internet service. The next concern of the respondents is the poor internet
service. In this time of the pandemic, online learning is important. A participant also
said, “Sa aming pag-aaral naman mam, the internet is very slow, para pong pagong
sa pagkabagal. Bawal po ang cellphone pero pag need ng internet, as in wala pa.
Iyan ang ang mahirap sa school naming Mam.” (In our studies, the internet was very
slow, it is similar to the movement of a turtle. Cellphone is prohibited but when we
need internet for our research, we cannot access it. That is my concern in my school
Mam). The paper of Yebowaah (2018) admitted that the use of internet access was
found to have an influence on their academic performance of students. In relation to

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this, academic personnel and education leaders must work to improve internet
access.

Inadequate clinic facilities. The next concern of the respondents is the inadequate
clinic facilities. The SHS students also have medical problems and concerns. This
concern was supported by the remark of the informants who said, “My only concern
is that there should be adequate facilities and medicines at the clinic because these
are needed by students who are sick. We are sent home because, either there is no
nurse, or there are no medicines.”) This is serious because SHS learners just like
other learners must be provided with health-related care to address their medical
concern. All of these narrations support the identified concern which is inadequate
clinic facilities.

Traumatic school experiences. The next concern of the respondents is the

traumatic school experiences. Over the course of the academic years of the
respondents, they experienced various traumatic experiences. The informants also
revealed, “Tsaka po Mam, madami pa akong naranasan na pangyayari na traumatic,
nakakasama sa damdamin, kaya itong mga ito dapat pagtuonan ng pansin ng mga
school officials. Ako po pinahiya ng teacher ko noon, na hanggang ngayon eh hindi
ko po makalimutan. Iyon lamang po Mam.” (Likewise, Mam, I experienced a lot of
traumatic experiences, I really feel bad, that is why this has to be checked by school
officials. I was embarrassed by my teacher mam).
All of these narrations support the identified concern which is traumatic school
experiences.

Conclusions:

The following are the conclusions derived from the study:

1. There are various reasons of a senior high school graduate for not choosing any
of the four curriculum exits. These are laziness, lack of enthusiasm and lack of
finances.

2. There are lived experienced of senior high school graduates who did not choose
any of the four curriculum exits available and four major themes emerged as follows:
(1) Too Early to Marry, (2) Epidemic of Poverty, (3) Parental Restrictions, and (4)
Living in a Quandary.

3. There are problems experienced by senior high school graduates who did not
choose any of the four curriculum exits. These problems were as follows: (1)
educational mismatch, (2) living in an empty dream, (3) education is too good to be
true, (4) poor quality of education and (5) irrelevant courses.

4. Senior high school graduates without curriculum exits have the following
concerns: (1) inadequate attention from school officials, (2) bullying, (3) lack of
attention from teachers, (4) disinterest in topics, (5) lack of updated library materials
for learning, (6) poor internet service, (7) inadequate clinic facilities, and (8) traumatic
school experiences.

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Summary of Findings:
SOP 1: How comparable are the two groups in terms of their performance in the
diagnostic test in Mathematics?
The Non-Math Talk group has a mean of 11.65 while the Math Talk group has
a mean of 11.54 and were both on the level of below average.
The data also reveals that a p-value of 0.892 is greater than the significant
level 0.05; hence with 84 degrees of freedom, there is no significant difference
between the scores of Non-Math Talk group and Math Talk group in diagnostic test.
Therefore, the null hypothesis is accepted. This reveals that the two groups exhibited
almost the same proficiency in Mathematics before the researcher conducted the
experiment.
SOP 2: What is the mean performance in the:
2.1 pretest of Non-Math talk group and Math Talk group?
The performance in the pretest between Non-Math Talk group and Math talk
group revealed that both of them were on the below average as shown through their
means score of 11.60 and 11.88 respectively.
2.2. posttest of Non-Math Talk group and Math Talk group?
The mean score of the Non-Math Talk group was 32.07 with the standard
deviation of 4.53. This means that the Non-Math Talk group was on the above
average level. While, the mean score of the Math talk group 39.66 with the standard
deviation of 5.38, this implies that the Math talk group was also on the above
average after the treatment has applied.
SOP 3: Is there a significant difference:
3.1 between the pretests of the Non-Math talk group and Math Talk group?
In the test between the significance between the pretest of the two groups, the
p-value of 0.205 was greater than the significance level of 0.0; hence with 84
degrees of freedom, the null hypothesis was accepted. Therefore, there was no
significant difference Non-Math Talk group and Math Talk group in the pretest.
3.2. between the posttests of the Non-Math Talk group and math Talk group?
In the test between the significance between the posttests of the two groups,
the p-value of 0.00 was less than the level of significance of 0.05. hence, the null
hypothesis was rejected. This implies that there was a significant difference between
the posttests scores of the two groups.
Conclusion:
Based on the indicated findings, the following conclusions were drawn:
1. The respondents on the Non-Math Talk group and Math talk group has almost the
same level of base knowledge on the topics about Number and Number Sense.

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2. The findings revealed that students who undergone the treatment has higher
achievement compared to those students who are taught in conventional way.
3. The result of the comparison between pretest and posttest of each group implies
that both of the group learned whether they used Math talk or the conventional way
of teaching.
The researcher concluded that students learned more using the Math Talk as
an Inquiry Based Strategy in teaching mathematics. In this strategy, the students
were given a chance to clarify their own understanding through interaction. It also
creates a learning environment that was better enjoyed by the students than the
traditional classroom. Students involved in Math Talk exhibited better retention and
better mathematics performance.
Source: https://www.youtube.com/watch?v=tvaJPfUTnMU

MAKING RECOMMENDATIONS
Recommendations are suggestions for future studies based on the
experiences and major findings of the researcher. A researcher can give as many
recommendations as he or she likes for as long as they are grounded in the findings,
results and conclusions of the study.
The whole idea of a recommendations is to provide a beneficial guide that will
not only resolve certain issues, but result in a beneficial outcome. Recommendations
can be different and are heavily dependent on the situation that arose. Thus, it is
clear that example of recommendation in research paper is always based on certain
data and cannot be speculated due to the fact that it is not a hypothesis.

A recommendation can be based from the following:

1. The negative results of the study - the weaknesses, shortfalls, and other similar
factors that affected the study can be discussed as part of the recommendations.
The researcher/s can offer a number of suggestions as to how to prevent the
occurrence of negative results for future studies.

2. Positive results of the research - They can provide new or additional courses
of action to improve or to make more effective programs or policies (Ardales 2001).

3. Possible areas of research within the topic - This can be explored further by
future researchers who are interested to study the same topic.

Remember that in making your recommendations, you must show how your
results support them. In writing your recommendations you can emphatically state
what are the next steps that need to be taken to address a problem, what are the
immediate actions that need to be implemented to solve a particular question, what
needs to be corrected & what needs to be avoided to solve a problem, what is the
feasibility of your proposed policy, statements about the nature and timing of an
evaluation plan that would be used to determine the effectiveness of the proposed

10
policy. Again, these recommendations should be strongly supported by results of
your study.
Recommendations urge specific actions to be taken with regard to policy,
practice, theory, or subsequent research. They are specific suggestions that you
make with regard to further research on the topic. For instance, you can make
recommendations on subsequent research that can be conducted, especially, if
there is an interest in generalizing the findings beyond the study’s parameters. You
may have identified gaps in the literature that should be addressed, and to which
your study may or may not have contributed.

The following are ways on how to write the recommendation effectively:

What can be done?

When writing your recommendations, you can talk about the steps that should
be followed in future studies. They include the steps that er needed to implement
particular policies or actions that you want to follow. Any resources that would be
required in the process should be explained as well. You must be specific when
talking about what you might be interested in doing in the future with regards to
making any potential studies stand out and work to your favor.

Explain the benefits

You can always mention the benefits of further studies in your field. Talk
about how future studies could be used to correct problems with the current research
you have completed. You can also explain a need to fill in certain gaps that you
might not be able to get covered right now for any reason. You can always use a
timeline to help readers understand when potential developments could come about
over time.

How feasible is your study

Next you should talk about how feasible certain points in your study might be.
This includes understanding whether certain ideas should be explored in further
detail later on. This works well if you are trying to talk about certain points that might
be worthwhile. You could even talk about potential new developments in your field
and whether your study is relevant to them or id additional developments have to be
incorporated into your work.

When additional research is needed?

There are often times when needed research would be required to make it
easier for a study to go forward. Your research plans could include an analysis of the
methods of study that could work in the future and what points about a topic could be
reviewed in such studies. The recommendations that are into your paper can
certainly be important to your work. Be certain when writing your paper that you have
clear recommendations that are easy to follow and can be utilized right and are not
overly complicated or tough to use in some way.

In making the recommendation, two elements should be noted:

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 1. The doer who will implement/facilitate the action that you will be
recommending; and
2. The action being recommended. (Source:
https://www.youtube.com/watch?v=1RO_zhGGW2U&t=422s).

Example of recommendation based from conclusion:

1. For Qualitative Research (Excerpt From the study of Gestole And Guira (2021)
entitled, “An Airplane With No Passenger: A Phenomenological Design Among
Senior High School Graduates Without Curriculum Exit Selection”)

Conclusions:

The following are the conclusions derived from the study:

1. There are various reasons of a senior high school graduate for not choosing any
of the four curriculum exits. These are laziness, lack of enthusiasm and lack of
finances.

2. There are lived experienced of senior high school graduates who did not choose
any of the four curriculum exits available and four major themes emerged as follows:
(1) Too Early to Marry, (2) Epidemic of Poverty, (3) Parental Restrictions, and (4)
Living in a Quandary.

3. There are problems experienced by senior high school graduates who did not
choose any of the four curriculum exits. These problems were as follows: (1)
educational mismatch, (2) living in an empty dream, (3) education is too good to be
true, (4) poor quality of education and (5) irrelevant courses.

4. Senior high school graduates without curriculum exits have the following
concerns: (1) inadequate attention from school officials, (2) bullying, (3) lack of
attention from teachers, (4) disinterest in topics, (5) lack of updated library materials
for learning, (6) poor internet service, (7) inadequate clinic facilities, and (8) traumatic
school experiences.

Recommendations:

From the findings of the research, the study offers the following
recommendations:

1. The supervisor in-charge of senior high school may consider convening all senior
high school coordinators to develop program of solutions related to the problems and
concerns of senior high school graduates with no curriculum exits.

2. Educational leaders may consider looking at the problems and concerns identified
in the findings of the study.

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3. SHS teachers must continue to motivate all SHS students to pursue education
goals of going to college or to pursue innovative business, to improve one’s skills
and to look for employment from skills learned in SHS education.

4. Educational leaders in the division may consider reviewing the results of the study
and develop an action plan related to this.

5. All SHS teachers in each school may consider engaging with their parents of the
SHS graduates to take the opportunity to use their SHS graduation to pursue higher
learning or career advancement through the available curriculum exits provided by
the government.

2. For Quantitative Research

Conclusions:
Based on the indicated findings, the following conclusions were drawn:
1. The respondents on the Non-Math Talk group and Math talk group has almost the
same level of base knowledge on the topics about Number and Number Sense.
2. The findings revealed that students who undergone the treatment has higher
achievement compared to those students who are taught in conventional way.
3. The result of the comparison between pretest and posttest of each group implies
that both of the group learned whether they used Math talk or the conventional way
of teaching.
The researcher concluded that students learned more using the Math Talk as
an Inquiry Based Strategy in teaching mathematics. In this strategy, the students
were given a chance to clarify their own understanding through interaction. It also
creates a learning environment that was better enjoyed by the students than the
traditional classroom. Students involved in Math Talk exhibited better retention and
better mathematics performance.
Recommendations:
This study revealed the effectiveness of Math Talk as an Inquiry Based
Strategy in teaching mathematics. Thus, the following recommendations are hereby
presented:
1. Since the effectiveness of Math Talk has been proven, teachers should
incorporate Math Talk into their classrooms to maintain quality education for the
students and help them build a relational understanding of the mathematics.
2. Implementation of Math Talk as an inquiry based strategy in teaching mathematics
should be encouraged by administrators and embraced by educators in an effort to
continually improve public education (Source: https://www.youtube.com/watch?
v=O00IfxBf4Sw&list=RDCMUCmb5uVwUO1OR7zHJ82szazg&start_radio=1&t=380)

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Writes Clear Report
Research papers generally follow the same basic structure: an introduction
that presents the writer’s thesis, a body section that develops the thesis with
supporting points and evidence, and a conclusion that revisits the thesis and
provides additional insights or suggestions for further research.
After learning each step of the research process through different activities
and module outputs, you are now ready to write your research paper. All research
papers, including the one you will write, including the one you will write should have
the complete parts.

Writing the Preliminaries

The preliminaries of a research paper contain the title page,

acknowledgement, table of contents, list of tables and figures and abstract.

A. Title Page
This part includes the title of the research paper, the name of the author/ the
date of its submission. Below is a standard format of a title page:

Title of the research paper

A Research Paper
Presented to (Name of the Department)
Name of School
In Partial fulfillment
Of the requirements for the ______
By
Name
Date

B. Acknowledgement

This part contains a short acknowledgement to thank all the people and
organizations that helped the author in his/her research.

C. Table of Contents

This page contains the list of the main topics, subtopics, and other
subsections of the research paper including their corresponding page
numbers.

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D. List of Tables and Figures

This page shows a list of tables and figures of the research paper.
Table contain statistical data, while figures are charts, drawings, graphs,
photos and other visual representations of data. The tables and figures in the
list should be numbered sequential order. The page number for each table
and figure should also be identified in the list. Below is a template for the list
of tables and figures:

List of Tables
Page
Table 1. XXXXXXXXXXXXXXXXXXXXXX…………. 5
Table 2. XXXXXXXXXXXXXXXXX…………… 10
Table 3. XXXXXXXXXXXXXXXXXXXXX……………. 15

List of Figures
Page
Figure 1. XXXXXXXXXXXXXXXXXXXXXX…………. 2
Figure 2. XXXXXXXXXXXXXXXXX…………… 5
Figure 3. XXXXXXXXXXXXXXXXXXXXX……………. 12

E. Abstract

An abstract, also known as the summary of the research, is a short

summary or synopsis of the content of the research paper. This provides the
readers with a quick preview or survey of the contents of the research paper.
An abstract must clearly summarize the main problem, the research
methodology and the main findings of the research. It must be readable, well-
organized, brief and self-contained. According to the American Psychological
Association (2001, pp. 12-13), a good abstract must have the following
characteristics:

1. Accurate. Abstracts must correctly reflect the main objectives, statement of

the problem, and the main contents of the research. Do not include any
information that is not discussed in the research.
2. Self-contained. All abbreviations must be defined and properly spelled.
Unique terms must be defined and explained.

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 3. Brief and precise. An abstract must be as short and concise as possible.
A typical abstract is made up of about 120 words. It should start by stating the
most important information about the research. It must include the main
problem, the purpose and the objectives, the principal results, and the
conclusions of the study. It can also include the most important concept or
findings derived from the study.
4. Nonevaluative. Abstract must be informative. They should only report and
not evaluate. Abstracts should not add to or comment in the contents of the
research.
5. Coherent and readable. Abstracts must be clearly written using the active
voice. The present tense must be used to discuss the results of the study. The
third person rather than the first person is used in writing the abstract.
An abstract of a quantitative or empirical study should contain the following information:

1. Main problem of the study

2. Participants or subjects of the study and their relevant characteristics
3. Methodology used in the research like data-gathering procedures
4. Major findings of the study
5. Conclusions and implications or applications of the research

Source: American Psychological Associations, 2001, pp. 12-13

An abstract of a qualitative study should contain the following information:

1. Topic of the study

2. Main problem, purpose of the study, thesis, scope of the study, and theoretical
framework used
3. Methodology and sources used
4. Main findings and conclusions
5. For case studies, the abstract should describe the subject and the relevant
characteristics of the individual or organization presented; the nature of or solution to a
problem illustrated by the case; and the question raised from additional research or
theory.

Chapter I: Research Introduction

This part of the research paper explains the background of the study, the
research problem, objectives, hypothesis, significance of the study, scope and
delimitation, definition of terms and framework.
The following is the arrangement of chapter 1 in your research.
A. Introduction
B. Background of the study
C. Statement of the problem
D. Significance of the study
E. Scope and Delimitation

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 Theoretical Framework

The Review of Literature section of a research paper is considered part of the

introduction. It allows the framework section of the paper.
It consists of the following:

A. Review of Related Literature and Studies

B. Conceptual Framework
C. Hypothesis/Assumptions
D. Definition of Terms

Research Methodology

This section is treated as part of the research introduction. It is usually placed

after review of related literature. In other papers, it is a separate section or chapter.
This format depends on the nature of the research paper.
The following comprises the methodology of a quantitative research paper:
A. Research Design
B. Sources of Data
C. Data Gathering Instruments / Materials and Instruments
D. Data Gathering Procedure
E. Data Processing Techniques

Chapter II: Presentation, Analysis and Interpretation of Data

This section presents the analysis and interpretation of data gathered in order
to draw important information and significant points about the study.

Chapter III: Summary, Conclusions, And Recommendations

This part of the research contains introductory statement that presents the
content of the chapter. It presents the summary of findings, conclusions and
recommendations. The following includes the parts of this section:

A. Summary
B. Conclusions
C. Recommendations

Appendices

Appendices contain various information in relation to the research, though it

may not be necessary to include them in the main body of the research. They can be
survey questions, interview guides, transcriptions of interviews and photos. They can
also contain data results that are not included in the main results in the body.

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 YOU CAN DO THIS!
Task 1. Check your Understanding. Read and analyze the following statements.
Choose the letter that fits best the answer.
1. It is a part of research that synthesizes the main points of the research and
answers the research question.
A. Summary C. Interpretation of data
B. Methodology D. Conclusions
2. Which of the following does not present a well-written conclusion.

A. Presenting the last word on the issues you raised in your paper
B. Identifying how a gap in the literature has been addressed
C. Demonstrating the importance of your ideas
D. Failure to reveal problems and negative results

3. Of the following, which word does not define what a conclusion is?
A. Generalizations B. Abstractions
B. Inferences D. Ideal

4. What is the purpose of the conclusion in a research report?

A. It explains how concepts were operationally defined and measured
B. It contains a useful review of relevant literature
C. It outlines the methodological procedures that were employed
D. It summarizes the key findings in relation to the research question

5. It is a part of a research paper that is done after the conclusion.

A. Methodology C. Recommendation
B. Conclusion D. Introduction
6. The recommendations can be based from the following, which one is not?
A. The negative results of the study
B. Positive results of the research
C. Possible areas of research within the topic
D. Ideas that is generated from your self judgement
7. What idea in making recommendations tells about the weaknesses, shortfalls, and
other similar factors that affected the study
A. The negative results of the study
B. Positive results of the research
C. Possible areas of research within the topic
D. Ideas that is generated from your self judgement
8. Which of the following is generally a method to determine whether or not to
include certain details into your research article?
A. The paper should provide just enough detail so that an independent
researcher can replicate your research.
B. Results should be both written and portrayed in either a figure or table.

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 C. The paper should provide as much detail as possible that the journal
allows and present critical information, such as key findings and
important implications multiple times.
D. The article should review the history of the entire field.
9. Which of the following sections is not a basic section of a quantitative research
paper?
A. Criticisms B. Methods C. Results D. References
10. According to APA guidelines, authorship on a manuscript generally requires
which of the following?
A. Some form of intellectual contribution to the project
B. Participation in data collection
C. Assistance with data analysis
D. Assistance with the inception of the project

11. Which of the following pieces of information is typically not on the title page of a
manuscript?
A. Author names B. Author affiliation
C. Keywords D. Research acknowledgements
12. What is the purpose of the abstract?
A. Provide a clear and in depth discussion of the implications of the research
B. Discuss the motivation for the research but provide no information
about the findings
C. Provide a clear but succinct summary of the research
D. Discuss why the authors think the findings are important, to convince the
readers to read the article.
13. Why is it important to spend time writing an abstract for a research report?
A. Readers sometimes use it to decide if they wish to read the full article.
B. It is only opportunity to discuss your own interpretation of the research.
C. Reviewers only review the abstract.
D. It is the only opportunity for you to report the applications and strengths
of the research.

Task 2. Truthful or Falsity. In the following sentences write T if the statement is

correct and F if the statement is false. Write the answer on the space provided.
1. Just as the introduction gives a first impression to your reader, the
conclusion offers a chance to leave a lasting impression.
2. The conclusion offers you the opportunity to elaborate on the impact
and significance of your findings.
3. The conclusion reminds the reader of the strengths of your main
argument(s) and reiterates the most important evidence that do not
supporting those argument(s).
4. In writing the conclusions of your paper, it is not important to s tate it in
clear, simple language.
5. In the conclusion, it is essential to provide a synthesis of arguments
presented in the paper to show how these converge to address the
research problem and the overall objectives of your study.
6. The recommendations are based from the interpretation of data.

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7. It is not necessary to explain the benefits of the study in the recommendation
section of the research paper.
8. Additional research is needed for further studies.
9. Recommendations should be do-able or achievable.
10. Recommendations should be very complex and scholarly.

Task 3. Pick Me. The words or group of words below are important in writing the
preliminaries of your research. Choose the word or group of words that is being ask
in each item.
Title Page Acknowledgment
Table of Contents List of figure
Appendices

1. This part includes the title of the research paper, the name of the author/ the date
of its submission.
2. This page shows a list of tables and figures of the research paper. Table contain
statistical data, while figures are charts, drawings, graphs, photos and other
visual representations of data.
3. It contains various information in relation to the research, though it may not be
necessary to include them in the main body of the research
4. This part contains a short acknowledgement to thank all the people and
organizations that helped the author in his/her research
5. This page contains the list of the main topics, subtopics, and other
subsections of the research paper including their corresponding page
numbers.

YOU CAN DO MORE!

Task 4-6. I want more! Make a conclusion based from the summary of findings
given below. (Excerpts from the study of Balasan, (2021), entitled, “Core Values
Integration In Supreme Student Government Programs and Activities Of Student
Leaders.”)

Summary of Findings
1. On Socio-Demographic Profile
On Age. More than half (23 or 52.50%) of the students leaders belong to the
age bracket 11-15 years old.
On Sex. Meanwhile, majority of the student leaders are female (24 or 60%).
On Grade Level. On the other hand, a great percentage (8 or 20%) of the
student leaders are from Grade 7 and 11.
On Organizational Affiliations. Most (35 or 75%) of the student leaders are
also members of 3-5 accredited student organizations.

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2. On the extent of core values of integration of Student Leaders of SSG
Programs and Activities
On Student Development. The student leader gave the overall mean rating
of 4.19, interpreted as “to a great extent”.
On School Development. The student leaders gave the overall mean rating
of 4.13, interpreted as “to a great extent”.
On Community Development. The student leaders gave the overall mean of
4.08, interpreted as “to a great extent”.
3. On significant relationship between and extent of core values of integration
of Student Leaders of SSG Programs and Activities.
Based from the gathered data, if taken singly, organizational affiliations is
significantly correlated to student development as backed up by the computed value
of 0.446 significant at 0.01 (2-tailed). Moreover, age is significantly correlated to
school development with a computed value of 0.632 significant at 0.01 (2-tailed).
Conclusion
1. ________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2.__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. _________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

CHALLENGE YOURSELF!
Task 7-9. Pick Me! Write the conclusion and recommendation of your approved
study.

LEVEL UP!

Task 10-12. Challenge Me More! Write the abstract of your chosen study.

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