Republic of the Philippines

PARTIDO STATE UNIVERSITY

School of Graduate Studies

Module 16
Summary of Findings, Conclusion and Recommendation

Course Code: EDU 202 Period: Dec 13-18, 2020

Course Title: Methods of Educational Research Teacher: Janet A. Relucio, Ph.D. Term:
First Semester 2020-2021

I. LEARNING OBJECTIVES:
At the end of this module, the students should be able to:
• Discuss the guidelines in formulating summary of findings,
conclusion and recommendation; • Assess samples of researches with
emphasis on chapter V.; and
• Create summary of findings, conclusions and recommendation. II.
LESSON/TOPICS:
• Summary of Findings, Conclusion and Recommendation III.
LEARNING MATERIALS/CONTENT:
a. Cabana, M. (2014). Summary of Findings, Conclusions and Recommendations. Prezi. Retrieved Date:
June 8, 2020. Retrieved from: https://prezi.com/tv3axpwcdccc/summary-of-findingsconclusions-and-
recommendations/
b. How to Write a Good Conclusion Paragraph. Time4writing. Retrieved Date: June 8, 2020. Retrieved
from: https://www.time4writing.com/writing-resources/writing-a-good-conclusion-paragraph/
c. Swaen, B. (2019). Recommendations for a client. Scribbr. Retrieved Date: June 8, 2020. Retrieved
from: https://www.scribbr.com/dissertation/recommendations-in-your-dissertation/
d. IV. LEARNING TASKS:
Activity 15-1. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
There should be no deductions, nor inference, nor interpretation should be made otherwise it will only be
duplicated in the conclusion. Only the important findings, the highlights of the data, should be included in
the summary, especially those upon which the conclusions should be based. Must be stated as concisely as
possible.
1. Read the materials listed above, about summary of findings, conclusions and recommendations 2.
Based on what you learned from the above links and lectures, answer/discuss the following:
a. In research, what is the difference between implication and recommendation?
b. Introductory Paragraph
c. Summary of findings
d. Conclusions
e. Elements of the Conclusion
3. For your output follow the format below. Then upload your output in the portal provided with the
file name Activity 16-1_YourLastName_FirstName.

The format for the outputs is given below. Use short size bond paper, Calibri font 12, single spaced.

Name of Student: PARRO, ISABEL L. OUTPUTS FOR MODULE No 16

Course Code & Title: EDU 202- Methods of Educational Research Semester: 1ST
Name of teacher: Janet A. Relucio, Ph.D. Course & Year: EDU 202- 2020-
2021
a. In research, what is the difference between implication and recommendation?
Research implications suggest how the findings may be important for subsequent research.
Recommendations urge specific actions to be taken with regard to subsequent research.
b. Introductory Paragraph
The primary purpose of an introductory paragraph is to pique the interest of your reader and identify the
topic and purpose of the essay. It often ends with a thesis statement.  The introductory paragraph should
also include the thesis statement, a kind of mini-outline for the paper: it tells the reader what the essay
is about. The last sentence of this paragraph must also contain a transitional hook which moves the
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reader to the first paragraph of the body of the paper.

c. Summary of findings
The finding should clearly reflect the significant results of the study. A component of summary of the
findings is to provide a discussion for each of the findings, that justifies rather the intent of the findings.
It tells us how the findings are important or relevant based on the aim and scope of your study.
d. Conclusions
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 your points or a re-
statement of your research problem but a synthesis of key points.
e. Elements of the Conclusion
Key Elements of a Strong Conclusion
Restate the Main Idea. What's the central idea to your thesis? That's a safe place to begin your
conclusion.
Summarize Three Main Points. Three is a good benchmark for your overall summary.
End on a High Note. Leave the reader satisfied but also wanting more.

Note: Additional 3 points will be given to students who replied within the 3 days after posting the
questions. Hence, students can earn a total of 10 points.

Activity 16-2. How to Write a Good Conclusion Paragraph

1. Based on what you learned from the above links and lectures, discuss the following:
a. Determine how to write a conclusion
b. Identify and discuss the points to remember in writing a conclusion.
c. Summary: How to Make a Good Conclusion Paragraph
d. What is a conclusion paragraph?
e. What to include in writing a conclusion
f. Strategies for an effective conclusion
g. Concluding strategies that do not work
h. Ineffective conclusions
i. Conclusion outline
j. What should the recommendations look like?
k. How many recommendations should you write?
l. What can proofreading do for your paper?
m. Who will read your recommendations?
n. Checklist: Recommendations
2. For your output follow the format below. Then upload your output in the portal provided with the
file name Activity 16-2_YourLastName_FirstName.
a. The format for the outputs is given below. Use short size bond paper, Calibri font 12, single
spaced.

Name of Student: PARRO, ISABEL L. OUTPUTS FOR MODULE 16

Course Code & Title: EDU 202- Methods of Educational Research Semester: 1ST
Name of teacher: Janet A. Relucio, Ph.D. Course & Year: EDU 202- 2020-
2021

a. Determine how to write a conclusion

Writing a conclusion for your research paper can be difficult. Concluding paragraphs should be
clear and sum up what you have presented in your research without sounding redundant. An
effective concluding paragraph can also add impact to what you have presented in your paper.
You need to learn the importance of writing a strong concluding paragraph, how to write one and
some tips to help you write the conclusion for your research paper.
When writing your conclusion, you can consider the steps below to help you get started:
a. Restate your research topic.
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b. Restate the thesis.

c. Summarize the main points.
d. State the significance or results.
e. Conclude your thoughts.
A well-written conclusion provides you with several important opportunities to demonstrate
your overall understanding of the research problem to the reader. These include 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. Highlight key points
in your analysis or findings. Summarize your thoughts and convey the larger implications of your
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. Demonstrating
the importance of your ideas. The conclusion offers you a chance to elaborate on the significance
of your findings. Introducing possible new or expanded ways of thinking about the research
problem. This does not refer to introducing new information but to offer new insight and
creative approaches for framing/contextualizing the research problem based on the results of
your study.
b. Identify and discuss the points to remember in writing a conclusion.
1.Use your introductory paragraph as a guide.
Your first step when writing your conclusion should be to restate your research topic. Typically,
one sentence can be enough to restate the topic clearly, and you will want to explain why your
topic is important. This part of your conclusion should be clear and concise and state only the
most important information. Next, restate the thesis of your research paper. You can do this by
revising your original thesis that you presented in the introduction of your paper. The thesis
statement in your conclusion should be worded differently than what you wrote in your
introduction. This element can also be effectively written in one sentence.
2.If it’s a longer paper, a good place to start is by looking at what each paragraph was about.
Next, you can sum up the main points of your research paper. It's helpful to read through your
paper a second time to pick out only the most relevant facts and arguments. You shouldn't need
to include any more information than the main arguments or facts that you presented in your
paper. The purpose of summarizing the key points is to remind the reader of the importance of
the research topic. After discussing the main points of your argument, you can present the
significance of these points. For instance, after stating the main points you made in your
argument, you might discuss how the impacts of your topic affect a specific outcome. Likewise,
you might present the results of studies or other findings that can help add emphasis to how you
present the significance of your information.
3.Leave your readers with something to think about.
As you finish up your conclusion, you might create a call to action or pose an idea that gets your
readers thinking further about your argument. You might also use this sentence to address any
questions that were left unanswered in the body paragraphs of your paper.
c. Summary: How to Make a Good Conclusion Paragraph
It’s important to wrap up your everything by summarizing the main idea for your readers. This
brings your writing to a smooth close and creates a well-written piece of work.
Topic sentence. Fresh rephrasing of thesis statement.
Supporting sentences. Summarize or wrap up the main points in the body of the essay. Explain
how ideas fit together.
Closing sentence. Final words. Connects back to the introduction. Provides a sense of closure.
d. What is a conclusion paragraph?
A conclusion is, in some ways, like your introduction. You restate your thesis and summarize your
main points of evidence for the reader. You can usually do this in one paragraph. In clearly-
written sentences, you restate the thesis from your introduction but do not repeat the
introduction too closely, make a brief summary of your evidence and finish with some sort of
judgment about the topic.
e. What to include in writing a conclusion
Conclude an essay with one or more of the following:

Include a brief summary of the paper's main points.

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Ask a provocative question.

Use a quotation.
Evoke a vivid image.
Call for some sort of action.
End with a warning.
Universalize (compare to other situations).
Suggest results or consequences.
 Your conclusion wraps up your essay in a tidy package and brings it home for your reader
 Your topic sentence should summarize what you said in your thesis statement
o This suggests to your reader that you have accomplished what you set out to
accomplish
 Do not simply restate your thesis statement, as that would be redundant
o Rephrase the thesis statement with fresh and deeper understanding
 Your conclusion is no place to bring up new ideas
 Your supporting sentences should summarize what you have already said in the body of
your essay
o If a brilliant idea tries to sneak into the final paragraph, you must pluck it out and
let it have its own paragraph in the body, or leave it out completely
 Your topic for each body paragraph should be summarized in the conclusion
o Wrap up the main points
 Your closing sentence should help the reader feel a sense of closure
 Your closing sentence is your last word on the subject; it is your “clincher”
o Demonstrate the importance of your ideas
o Propel your reader to a new view of the subject
o End on a positive note
 Your closing sentence should make your readers glad they read your paper
f. Strategies for an effective conclusion
One or more of the following strategies may help you write an effective conclusion:

 Play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying anything new
or interesting, ask a friend to read it with you. Whenever you make a statement from your
conclusion, ask the friend to say, “So what?” or “Why should anybody care?” Then ponder that
question and answer it.. You can also use this strategy on your own, asking yourself “So What?”
as you develop your ideas or your draft.
 Return to the theme or themes in the introduction. This strategy brings the reader full circle. For
example, if you begin by describing a scenario, you can end with the same scenario as proof
that your essay is helpful in creating a new understanding. You may also refer to the
introductory paragraph by using key words or parallel concepts and images that you also used
in the introduction.
 Synthesize, don’t summarize. Include a brief summary of the paper’s main points, but don’t
simply repeat things that were in your paper. Instead, show your reader how the points you
made and the support and examples you used fit together. Pull it all together.
 Include a provocative insight or quotation from the research or reading you did for your paper.
 Propose a course of action, a solution to an issue, or questions for further study. This can
redirect your reader’s thought process and help her to apply your info and ideas to her own life
or to see the broader implications.
 Point to broader implications. 

g. Concluding strategies that do not work

 Beginning with an unnecessary, overused phrase such as “in conclusion,” “in summary,” or “in
closing.” Although these phrases can work in speeches, they come across as wooden and trite in
writing.
 Stating the thesis for the very first time in the conclusion.
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 Introducing a new idea or subtopic in your conclusion.

 Ending with a rephrased thesis statement without any substantive changes.
 Making sentimental, emotional appeals that are out of character with the rest of an analytical
paper.
 Including evidence (quotations, statistics, etc.) that should be in the body of the paper.
Avoid:

 Ending with a rephrased thesis statement that contains no substantive changes.

 Introducing a new idea or subtopic (although you may end with a provocative question; see
below).
 Focusing on a minor point in the essay.
 Concluding with a sentence tacked on to your final point.
 Apologizing for your view by saying such things as "I may not be an expert" or "At least this is my
opinion."
 Attempting to make up for an incomplete structure. (If you say you will discuss four books and
only attempt a complete discussion of two books, do not try to cover the remaining texts in a
concluding paragraph. In such a situation, it's best to limit your paper to topics you can
realistically cover.)
h. Ineffective conclusions

1. The “That’s My Story and I’m Sticking to It” Conclusion. This conclusion just restates the thesis
and is usually painfully short. It does not push the ideas forward. People write this kind of
conclusion when they can’t think of anything else to say
2. The “Sherlock Holmes” Conclusion. Sometimes writers will state the thesis for the very first time
in the conclusion. You might be tempted to use this strategy if you don’t want to give everything
away too early in your paper. You may think it would be more dramatic to keep the reader in the
dark until the end and then “wow” him with your main idea, as in a Sherlock Holmes mystery. The
reader, however, does not expect a mystery, but an analytical discussion of your topic in an
academic style, with the main argument (thesis) stated up front.
3. The “America the Beautiful”/”I Am Woman”/”We Shall Overcome” Conclusion. This kind of
conclusion usually draws on emotion to make its appeal, but while this emotion and even
sentimentality may be very heartfelt, it is usually out of character with the rest of an analytical
paper. A more sophisticated commentary, rather than emotional praise, would be a more fitting
tribute to the topic.
4. The “Grab Bag” Conclusion. This kind of conclusion includes extra information that the
writer found or thought of but couldn’t integrate into the main paper. You may find it hard to
leave out details that you discovered after hours of research and thought, but adding random
facts and bits of evidence at the end of an otherwise-well-organized essay can just create
confusion.

i. Conclusion outline
Conclusion Outline
1.Restate the thesis IN DIFFERENT WORDS.
2.Make reference to your hook.
3.Summarize main points in ONE SENTENCE.
4.Choose a strategy.
General to specific
Specific to general
Give a warning and state the consequences of failing to act
Give advice or offer a possible solution.
Tell the reader what he should now think, do, or feel.
Tell what you really think of the topic.
Tell what lessons or truths should now be understood.

 Topic sentence
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o Fresh rephrasing of thesis statement

 Supporting sentences
o Summarize or wrap up the main points in the body of the essay
o Explain how ideas fit together
 Closing sentence
o Final words
o Connects back to the introduction
o Provides a sense of closure

j. What should the recommendations look like?

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. Recommendations are based on the results of your research and indicate the
specific measures or directions that can be taken. Recommendations are arguably the most
important part of the analysis phase—this is where you'll suggest specific interventions.
k. How many recommendations should you write?
As a rule of thumb, try to limit yourself to between three and seven recommendations in total. If
you have more, group them together. Note that you can have multiple recommendations for each
conclusion.
l. What can proofreading do for your paper?
The main purpose of proofreading is to improve the quality of the paper, ensuring there are no
lingering mistakes, and correcting generalized discourse errors or writing inconsistencies, having
in mind a well-defined communication goal. Proofreading is used to identify problems with the
flow of your paper like errors which can be both grammatical and typographical in nature, the
logical sequence of thoughts and ideas and to find any word processing errors like different font
types, indented paragraphs, line spacing, etc. Also, take the time to rewrite or revise any part of
your paper that you're unsatisfied with or that you think could be written more convincingly. It
does not only correct grammar and spelling mistakes, but also strengthen your writing.
m. Who will read your recommendations?
Of course, your client will be the main consumer of your recommendations. Many stakeholders in
the company or organization may be interested, including managers, staff members who have
been involved in the study and anyone who may have to deal with changes related to your
recommendations.
n. Checklist: Recommendations
 The client can implement the recommendations/measures in the short term.
 The recommendations clearly indicate what should be done and by whom.
 Each recommendation contains active verbs.
 All recommendations are formulated in the same style.
 Each recommendation is presented individually and briefly justified.
 There are at least three and no more than seven recommendations.
 The recommendations are backed by evidence that demonstrates how they will solve the
problem.
 Even if the recommendation itself is new, the rest of the information is not.

Rubrics for Grading:

Criteria 3 2 1
The responses are
complete and There are at least 3
There are at least three
Completeness directly answer indirectly answered
unfilled up portions
each portion
part of the assessment
Plan, Techniques or Plans, Techniques and Some plans, techniques The answers do not
Strategies Strategies are based on and strategies are based reflect the lesson
the on the students
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students understanding
understanding of the
of
lesson with some
the lesson with some
modifications or
modifications or
additions
additions
Clearly state the There are at least 3
There are at least 2
Justification justification of the plan, unclear justifications
unclear justifications
technique or strategies
Used formal language
and good grammar, Few errors on technical Multiple errors in
Writing Skills
spelling, and writing technical writing
punctuation.
Note: Additional 1 point will be given to students who replied within the 3 days after posting the
questions. Hence, students can earn a total of 15 points.

Activity 16-3. Reflection/Reaction Paper on writing a good conclusion 1.

Please provide 100 to 300 words answer to the question above.
2. The following sections must be included in the paper:
a. Summary. Provide a brief summary (100 words max) of the reading.
b. Connection and Relevance. Connect the reading to the topics discussed in class. Discuss the relevance
of the reading to you as a student of PSU Graduate Studies and as a member of the society.
c. Reflection. You must express what you find compelling in the reading. Discuss what new
things have you learned and how has your learning affected preconception and
misconceptions you brought with you into class.
3. For your output follow the format below. Then upload your output in the portal provided with the file
name Activity 16-3_YourLastName_FirstName.
4. The format for the outputs is given below. Use short size bond paper, Calibri font 12, single spaced.

Name of Student: PARRO, ISABEL L. OUTPUTS FOR MODULE 16

Course Code & Title: EDU 202- Methods of Educational Research Semester: 1ST
Name of teacher: Janet A. Relucio, Ph.D. Course & Year: EDU 202- 2020-
2021
Reflection/Reaction Paper on writing a good conclusion

The reading was all about the guidelines in formulating summary of findings, conclusion and
recommendation. I learned that 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 your points or a re-statement of your research problem but a synthesis of key points.

The relevance of the reading to me as a student of PSU Graduate Studies and as a member of the
society is that this would be a big help especially in formulating conclusions in our own research. When
writing the conclusion to your paper researchers need state conclusions in clear, simple language not
simply reiterating results or the discussion but also indicating opportunities for future research. The
function of your research paper's conclusion is to restate the main argument. It reminds the reader of
the strengths of your main arguments and reiterates the most important evidence supporting those
argument.

What I find compelling in the reading is that conclusion is not simply a repetitive summary of the
findings. A conclusion is an important part of the paper because it provides closure for the reader while
reminding the reader of the contents and importance of the paper. It accomplishes this by stepping back
from the specifics in order to view the bigger picture of the document. The new things I have you learned
is that a conclusion is an important part of the paper because it provides closure for the reader it can
also suggest possible future research on the topic. Concluding statements in your paper can also help to
refocus the reader's attention to the most important points and supporting evidence of your research. A
conclusion is, in some ways, like your introduction. You restate your thesis and summarize your main
points of evidence for the reader. You can usually do this in one paragraph. You should give a summary
of what was learned from your research, this summary should be relatively brief. My learning affected
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preconception and misconceptions I brought with you into class in a way that conclusion is not merely a
summary of the main topics covered or a re-statement. You should give a summary of what was learned
from your research but when writing a conclusion, a 'specific to general' structure is usually
recommended. Yes, this is opposite to the introduction! Begin by re-stating or re-emphasizing. A
conclusion is the last paragraph in your research paper, or the last part in any other type of presentation.
A conclusion is like the final chord in a song. It makes the listener feel that the piece is complete and well
done. The same is true for your audience. You want them to feel that you supported what you stated in
your thesis. You then become a reliable author for them and they are impressed by that and will be more
likely to read your work in the future. They may also have learned something and maybe have had their
opinion changed by what you have written or created! A conclusion is, in some ways, like your
introduction. You restate your thesis and summarize your main points of evidence for the reader.

The following criteria will be used in rating your paper:

Criteria Description Points Allotted
Provided brief yet concise
Summary 1
summary of the reading
Precisely connected the
Connection and reading to the topic discussed
5
Relevance and provided a specific
relevance of the reading
Expressed new learning and
Reflection compelling part(s) of the 3
reading

Used formal language and

Technical
good grammar, spelling, 1
Writing
and punctuation.
Total 10

V. ASSESSMENT TASKS

Perform the following:

1. Discuss the guidelines in formulating summary of findings, conclusion and recommendation;
and
2. Create summary of findings, conclusion and recommendation.
3. For your output follow the format below. Then upload your output in the portal provided with
the file name Activity 16-4_YourLastName_FirstName.
The format for the outputs is given below. Use short size bond paper, Calibri font 12, single spaced.

Name of Student: PARRO, ISABEL L. OUTPUTS FOR MODULE 16

Course Code & Title: EDU 202- Methods of Educational Research Semester: 1ST
Name of teacher: Janet A. Relucio, Ph.D. Course & Year: EDU 202- 2020-
2021
1. Discuss the guidelines in formulating summary of findings, conclusion and recommendation;
and
GUIDELINES IN FORMULATING THE SUMMARY OF FINDINGS
1. There should be a brief statement about the main purpose of the study, the population or
respondents, the period of the study, method of research used, the research.
2. The findings may be lumped up all together but clarity demands that each specific question under the
statement of the problem must be written first to followed by the findings that would answer
3. The findings should be textual generalizations, that is, a summary of the important data consisting of
text and numbers. Every statement of fact should consist of words, numbers, or statistical measures
woven
GUIDELINES IN FORMULATING CONCLUSIONS
1. Conclusions are inferences, deductions, abstractions, implication s, interpretations, gener al
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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 what were factually learned from the inquiry.
4. Conclusions should be formulated concisely, that is, brief and short, yet they convey all the necessary
information
SOME DANGERS TO AVOID IN DRAWING UP CONCLUSIONS BASED ON QUANTITATIVE DATA
1 Bias. 2. Incorrect generalization 3. Incorrect deduction
SOME DANGERS TO AVOID IN DRAWING UP CONCLUSIONS BASED ON QUANTITATIVE DATA
4 Incorrect comparison. 5 Abuse of correlation data. 6. Limited information furnished by any one ratio 7.
Misleading
GUIDELINES IN WRITING THE RECOMMENDATION
1. It should have the aim and effort to solve problems in the study
2 It should ensure a continuous benefit being accorded to the universe – mankind involved.
2. Create summary of findings, conclusion and recommendation.

SUMMARY OF FINDINGS

Based on the pretest and posttest mean scores of both control and experimental groups, the

following findings were formulated;

1. There is no significant difference between the pretest mean scores of the subjects exposed to

the lecture method and the pretest mean scores of those who used the instructional modules.

2. There is a significant difference between the post-test mean scores of subjects who were

exposed to the traditional lecture method and the posttest mean scores of the subjects who were

taught using the instructional modules.

3. There is a significant difference between the mean gain scores of the two groups of

respondents – experimental and control groups. The experimental group who were taught using

the modules performed significantly better than the control group who were taught using the

traditional lecture method. From the findings above, it is concluded that the use of Modules in

teaching grade 9 Science, is an effective teaching approach. Effective in the sense that it helped

the subjects of the study learn concepts in mathematics without cramming in keeping up with the

pacing of the teacher. The use of self-learning modules in teaching these particular concepts in

Science 9 was very useful for the respondents in developing their individual learning study

habits. Though the results of this study showed that learning took place in both groups using the

two methods of teaching, the subjects who were taught using the modular approached performed

significantly better than the subjects exposed to traditional lecture method and it is concluded that

modular approach is an applicable and effective teaching approach that could be used in teaching

science
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subjects.

CONCLUSION

Based on the statistical results of the study, the following conclusions were drawn:

1. The level of effectiveness in using both the Enhanced Learning Materials and DepEd Learning

Materials in Grade 9 Science in the pretest signifies a beginning level of performance.

2. The level of effectiveness in using the Enhanced Learning Materials in Grade 9 Science in the

posttest signifies a proficient level of performance while the level of effectiveness in using the

DepEd Learning Materials in Grade 9 Science in the posttest signifies an approaching proficiency

level of performance.

3. There was no significant difference between the pretest performance of OHSP students using

the Learning Materials of DepEd and with the Enhanced Learning Materials in Grade 8 Science.

4. A significant difference exists between the posttest performance of OHSP students using the

Learning Materials of DepEd and the Enhanced Learning Materials in Grade 9 Science.

5. The pretest and posttest performance of students using the Learning Materials of DepEd in

Grade 9 Science was found to be significantly different.

6. A significant difference was found between the pretest and posttest performance of students

using the Enhanced Learning Materials in Grade 9 Science.

RECOMMENDATIONS

In the light of the foregoing findings and conclusions, the following are recommended:

1. Individual schools offering Open High School Program may evaluate the different learning

modules used by the teachers in the OHSP in order to maximize their learning performance of

students. Learning modules for the Open High School students may be enhanced and improved to

provide them leeway with easy-to-learn modules and to cater students who are not consistently

supervised by their teachers. The use of this module is recommended.

2. Pretest may be given to students before the start of the class to assess the degree to which the

student has in the present and other posttest to assess and evaluate how far the student has gone

with the subject. Performance of students may be based through the comparison of the results of

the pretest and posttest.

3. Since majority of the students enrolled were considered to be in the low income bracket, in
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terms of their family monthly income, the Department of Education may provide free materials

for the students for them to continue studying in the program. More budget should be given to

this program to cater more students belonged to low income families and those unable to support

their education.

4. In order to regularly assess and evaluate the effectiveness of the different learning materials

used by students, school heads may require those teachers handling OHSP to submit results of

school learning material evaluation as well as the grades of student per grading period.

5. Seminars and trainings regarding how to handle students in the OHSP and to affect learning

should be conducted to teachers involved in this program. It is inferred that teachers handling

OHSP classes taught the students seemingly similar with the regular classes. Hence, less

coverage but more time consumed was the expected results.

6. Similar studies should be conducted to all schools offering Open High School Programs to

cover a higher number of respondents within the division.

References:

Ali, R. 2010. Effectiveness of Modular Teaching in Biology at Secondary Level. Asian

Social Science. Vol. 6, No. 9;

Bedaure, A.A. (2012). Modular Instruction in Biology: It’s Effect on Students’ Performance.
JPAIR Multidisciplinary Research. Vol. 9, pp. 284-304
Cabardo, J.R.O. (2007). Instructional Competencies of Teachers: Its Relation to Students’
Academic Performance in Science in Mariano Peralta National High School, Malita,
Davao del Sur. Unpublished Thesis. Southern Philippines Agribusiness and Marine and
Aquatic School of Technology-College of Agribusiness, Fisheries and Marine Sciences,
Malita, Davao del Sur.

Lucas, M.R.D. and B.B. Corpuz. (2007). Facilitating Learning: A Metacognitive Process.
Quezon City, Metro Manila: Lorimar Publishing, Inc.

Mijares, C.D. (2009). Modular Instruction in the Enhancement of Students’ Performance

in Drafting. Unpublished Doctoral Dissertation, Carlos Hilado Memorial State College,
Negros Occidental.

Riasat, A. (2005). Development and Effectiveness of Modular Teaching in Biology at

Secondary Level. Retrieved on September 20, 2013 at http://prr.hec.gov.pk.

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) Volume 4

Note: Additional 3 points will be given to students who replied within the 3 days after posting the
questions. Hence, students can earn a total of 15 points.
 Republic of the Philippines

PARTIDO STATE UNIVERSITY

Rubrics for Grading:

Criteria 3 2 1
The responses are
complete and There are at least 3
There are at least three
Completeness directly answer indirectly answered
unfilled up portions
each portion
part of the assessment
Plan, Techniques or Plans, Techniques and Some plans, techniques The answers do not
Strategies Strategies are based on and strategies are based reflect the lesson

the on the students

students understanding understanding of the
of lesson with some
the lesson with some modifications or
modifications or additions
additions
Clearly state the There are at least 3
There are at least 2
Justification justification of the plan, unclear justifications
unclear justifications
technique or strategies
Used formal language
and good grammar, Few errors on technical Multiple errors in
Writing Skills
spelling, and writing technical writing
punctuation.
Note: Additional 3 points will be given to students who replied within the 3 days after posting the
questions. Hence, students can earn a total of 15 points.

VI. Suggested References

a. Cabana, M. (2014). Summary of Findings, Conclusions and Recommendations. Prezi. Retrieved
Date: June 8, 2020. Retrieved from: https://prezi.com/tv3axpwcdccc/summary-of-
findingsconclusions-and-recommendations/
b. How to Write a Good Conclusion Paragraph. Time4writing. Retrieved Date: June 8, 2020. Retrieved
from: https://www.time4writing.com/writing-resources/writing-a-good-conclusion-paragraph/
c. Swaen, B. (2019). Recommendations for a client. Scribbr. Retrieved Date: June 8, 2020. Retrieved
from: https://www.scribbr.com/dissertation/recommendations-in-your-dissertation/