Practical Research 2 – Grade 11

Quarter 4 – Module 17: Drawing Conclusions from Research Findings

First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Christene Gavine E. Reyes
Editor: Renee Rose C. Reyes
Reviewer: Liza A. Alvarez, EPS – Research
Illustrators: Renee Rose C. Reyes & Edison P. Clet
Layout Artist: Micaelle Lauren V. Tenorio
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Revera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta, EdD
Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon, EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP/Research)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde, EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera, EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio, PhD (EsP)
Dulce O. Santos, PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao, EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
Practical
Research 2
11
Quarter 4
Self-Learning Module 17
Drawing Conclusions from
Research Findings
Introductory Message

For the facilitator:

Welcome to Practical Research 2 Grade 11 Self Learning Module on Drawing

Conclusions from Research Findings!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to Practical Research 2 Self Learning Module on Drawing

Conclusions from Research Findings!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

This module aims to enlighten you on how to draw conclusions from

the findings of the study.

After going through this module, you are expected to:

1. discuss what is drawing conclusions from findings;

2. determine the pointers in drawing conclusions; and
3. draw conclusions from the findings of your own study.

PRETEST

Directions: Read the questions carefully. Write the letter of the best answer
in your notebook.

1. Which are the basis of conclusions?

A. Recommendations of the study
B. Review of related literature
C. Findings of the study
D. Definition of terms

2. Which gives the readers impression that the researcher is trying to make
the research report appear long and voluminous?
A. Drawing conclusions based from the findings of the study
B. Considering the data gathered from the respondents
C. Interpreting data using statistical techniques
D. Restating the findings as conclusions

3. One pointer to consider in writing conclusion is “Use expressions that

focus on the topic”. What does it mean?
A. Make your conclusions complicated.
B. Make your conclusions long and detailed.
C. Make your conclusions proud and impressive.
D. Make your conclusions truthful and unbiased.
4. Which is a good pointer in writing the research conclusion?
A. Use expressions that focus on yourself as the researcher.
B. Lengthen the conclusions to impress the readers.
C. Explain the ideas in simple and clear sentences.
D. Use falsified data.

5. A study was conducted to evaluate learners’ attitudes and perceptions

toward the integration of online discussion forum (ODF) via Facebook
Messenger into teaching English literature. The results revealed that the
respondents’ positive attitudes towards the integration of ODF to have an
Overall Mean = 4.03 with an SD = 0.84. Perceptions on the effects of
online discussion forum on learning the novel revealed to have Overall
Mean = 3.99 with SD = 0.87. Which is an appropriate conclusion to be
drawn?
A. Learners find reading English literature boring.
B. Online discussion forum is perceived to be effective.
C. Not all learners can adjust with online discussion forum.
D. Online discussion forum enhances the teaching of the English
literature.

RECAP

In the previous module, you have learned to use statistical techniques

to analyze data. In 2-minute non-stop writing, expressing what you can
remember about statistical techniques in studying the differences and
relationships. Accomplish this activity in your notebook.
 LESSON

Now that you are familiar on how to use statistical techniques in

studying the differences and relationships among variables, it is now time for
you to learn how to draw conclusions from findings of the study.

Definition of Conclusion

Conclusion is defined as a logical and valid outgrowth of the findings.

It is an answer to problems (questions) raised at the course and are based
on the hypothesis/es posited. (Calderon and Gonzales, 2008 in Colombo
Plan Staff College for Technician Education, 2018)

Drawing Conclusions from Research Findings

Drawing conclusions from the results and findings is a difficult

responsibility of a researcher when the research has been completed. As a
researcher, you have to avoid making generalizations that are not supported
by the results and findings. This simply means that conclusions must be
drawn in the light of the problems stated in your research work.
Some researchers state the findings again as their conclusions. In doing
so, your paper will look repetitive and redundant. This may also give an
impression to the readers that you are trying to make your research appear
long and voluminous. (Colombo Plan Staff College for Technician Education,
2018)
Always remember that conclusions are ideas or concepts based from
the findings and results established from the problems and sub-problems you
investigated.

Here are the pointers that may guide you in writing conclusions.
1. Be clear, concise and simple. Just explain your point in simple and
clear sentences. Make your conclusions brief as possible.
2. Use expressions that focus on the topic rather than on yourself as
the researcher.
3. Include only necessary items; exclude any piece of information or
picture not closely related to your report. Conclusions need not be long to
impress the readers. Be guided with the research questions.
4. Make sure that your conclusions are supported by findings. Avoid
using falsified data.
5. Be honest and objective in stating the findings that support your
conclusion.
Study these examples:

Example no. 1.

Research Question: Is there a relationship between eating behavior patterns,

including eating-habits, food preferences, snack intake levels, and
eating-out frequency and stress levels in high school students (males
174 and females 122) in Seoul?

Research Findings: Analysis of eating-habits showed that eating-irregularity

and eating-speed increased with elevated stress levels in both males
and females under stress. The size of meals decreased in males,
whereas it increased in females under getting stress (P<0.01).
Preferences for sugar, hamburgers, and pizza also increased in both
males and females under stress. Eating-out frequency decreased in
males with a high-stress level (P<0.01), whereas it increased in females.
As for eating-out partners, males did not show any changes, whereas
females preferred friends to family when under stress. Eating-out
expenses also increased in both males and females, particularly in
females with a high-stress level (P<0.05). Males under increased stress
showed effective stress reduction by increasing food intake, whereas
females under increased stress showed less effective results.

Conclusion: High school students under high stress, particularly females,

showed negative changes in eating behavior patterns, including
irregular eating-habits, increased instant food and snack intakes, and
increased frequency of eating-out.

Example no. 2.

Research Problem: Find out the effectiveness of self-learning modules on

achievement in biology at secondary level.

Research Findings: The students treated with a modular approach achieved

higher mean scores than those students taught through the activity-
oriented method.

Conclusion: The study reveals the effectiveness of self-instructional modules

on achievement among secondary students
 Below is an example of a full conclusion of research conducted by
Valdez (2020).

ACTIVITIES

Directions: Accomplish the following tasks below. Write your answers

in your notebook.

1. Discuss drawing conclusions from findings of the study. Use the diagram
below as your guide.

Drawing Conclusions from Research Findings

2. Complete the following statements indicating the pointers in drawing
conclusions.

a) Be _______, concise and simple.

b) Use expressions that focus on the _____ rather than on yourself as
the researcher.
c) Include only necessary ______; exclude any piece of information or
picture not closely related to your report.
d) Make sure that your conclusions are supported by ______.
e) Be ________ and objective in stating the findings that support your
conclusion.
3. Based on the research questions and findings of the study you are
conducting, draw your research conclusion. Use the table below as your
guide.
Research Questions Research Findings Research Conclusion

WRAP-UP

Express the big idea you got from today’s lesson on conclusions by
completing the following graphic organizer.
 VALUING

Commonly in science experiment class, you are asked to draw

conclusions. Can you consider drawing a research conclusion the same? State
the similarities and differences of the two using the Venn Diagram.

Drawing Conclusions in Drawing Conclusions in

Science Experiment Research Paper
Class

POSTTEST

Directions: Read the questions carefully, then write the letter of the best
answer in your notebook.

1. Which best describes the conclusion?

A. Conclusions are ideas or concepts based from the findings and results
established from the problems and sub-problems investigated.
B. Conclusions are ideas or concepts suggested by the researcher to
improve the process or system involved in the study.
C. Conclusions are ideas or concepts that justify why research must be
conducted.
D. Conclusions are ideas or concepts based on the beliefs of the
researcher.
2. As a researcher, you have to avoid making generalizations that are not
supported by the results and findings. What does it mean?
A. The researcher needs to draw conclusions based from his/her own
opinion.
B. The researcher needs to draw conclusions based results and findings
of the study.
C. The researcher needs to draw conclusions based from the advice of
the panelists.
D. The researcher needs to draw conclusions based on the response of
one participant of the study.

3. Which is good advice in writing the research conclusion?

A. Use the research questions as a guide.
B. Support the conclusions with your own beliefs.
C. Explain the ideas in complex and compound sentences.
D. Be subjective in stating the findings that support the conclusion.

4. One pointer to consider in writing a conclusion is “include only necessary

items”. What does it mean?
A. Include any piece of information or picture not closely related to the
research report.
B. Make the conclusions long to impress the readers.
C. Make your conclusion precise and concise.
D. Indicate the expenses of the study.

5. A study is conducted to determine the effect of using instrumental music

to improve the Mathematical skills of Grade 5 students. Results showed
that the use of music in mathematics improved the mathematical skills
of the respondents based on the post-test scores. Which is an
appropriate conclusion to be drawn?
A. The use of instrumental music in mathematics improved the
mathematical skills of the respondents based on the post-test scores.
B. There is a significant difference in the pre-test and post-test scores of
the respondents in the experimental and traditional groups.
C. The utilization of children’s music must be utilized in Mathematics
classes to improve the scores of the students.
D. Using of instrumental music significantly improves the mathematics
skills of Grade 5 students.
 KEY TO CORRECTION

5. D e. honest 5. D
4. C d. findings 4. C
3. A c. items 3. D
2. B b. topic 2. D
1. A a. clear 1. C
Posttest Activity 2 Pretest

References

Colombo Plan Staff College for Technician Education. 2018. Research in

TVET Made Easy. 3rd ed. Manila: CPSC. Yumpu e-book.

Hong, Ji Hye, and Seong Yeong Kim. “Correlation between Eating Behavior
and Stress Level in High School Students.” Journal of the Korean
Society of Food Science and Nutrition 43, no. 3 (March 31, 2014): 459–
70. doi:10.3746/jkfn.2014.43.3.459.

Padmapriya P.V. 2015. “Effectiveness of Self Learning Modules on

Achievement in Biology among Secondary School Students”.
International Journal of Education and Psychological Research (IJEPR) 4,
no. 2, June 2015: 44-46.

Prieto, Nelia G, Victoria C. Naval, and Teresita G. Carey. 2017. Practical

Research 2 for Senior High School.. Cubao, Quezon City: Lorimar
Publishing Inc.

Valdez, Evangeline L. 2020. “The Effectiveness of Using Thinkpair-Share in

Improving the Reading Comprehension Skills of Grade 10 Students of
General Ricardo G. Papa Sr. Memorial High School – Annex. MAEd
thesis. The National Teachers College.