THEORETICAL AND CONCEPTUAL FRAMEWORK

The types of research frameworks are classified as the theoretical and

conceptual frameworks. A theoretical framework is commonly used for studies
that anchor on time-tested theories that relate the findings of the investigation to
the underpinning relevant theory of knowledge. At the same time, a conceptual
framework refers to the actual ideas, beliefs, and tentative theories that
specifically support the study. It is primarily a conception or model of what is out
there that the researcher plans to study.

SIMILARITIES OF THE THEORETICAL AND CONCEPTUAL FRAMEWORK

The following are the similar characteristics of Theoretical and Conceptual
Framework:
1. Provide an overall view of the research study;
2. Anchor a theory that supports the study;
 3. Guide in developing relevant research questions/objectives;
4. Help justify assumptions/hypothesis;
5. Aid in choosing appropriate methodology;
6. Help in gathering and interpreting data and
7. Guide in identifying possible threats to validity.

DIFFERENCES BETWEEN THE THEORETICAL AND CONCEPTUAL FRAMEWORK

Theoretical framework Conceptual framework
Scope • Broader • Narrower/focused
• Can be used in different • Directly related to a
studies specific study
Focus of Content • The particular theory • Set of related concepts
used already in the field to a specific study
Number of Theories • Presents one theory at a • May synthesize one or
time more theories
Time of • Already existing before • Develop while planning
Development the conduct of the study and writing a specific
research

These are the following guidelines and strategies of choosing and developing a
Research Framework according to Barrot (2017, p.73).
Theoretical framework Conceptual framework
• Understand the variables • Identify the key concepts in your
included in your study as well as study by referring to your
their relationship with one research questions or objectives.
another. • Search for existing theories that
• Review the existing literature incorporate the same concept
related to your research topic. and look into their relationships
• Using the information that you with one another.
have gathered from the • Using the existing theories as a
literature, look for possible guide, plot your conceptual
theories that may potentially framework using a concept map.
account for the expected results • In case that there are concepts
of your research topic. not covered by the selected
• From these theories, select the theories. Incorporate them into
one that is most relevant to your your framework. However, make
study and can provide a sure that you are incorporating
blueprint for your research. this concept into your framework
because it is necessary for your
paper.
• After completing the initial draft
of your conceptual framework,
write a narrative explanation of
each concept and how each of
them relates to one another.
Again, there should be a basis for
the relationship between the
concepts being incorporated.
• Refer once again to your
research questions. Check if the
conceptual framework is aligned
with them.
• Note that the process of creating
a conceptual framework is
developmental. This means that it
may still be refined or changed
as you read more literature and
look into more theories.
• In some cases, the research
hypothesis is presented at the
 end of the conceptual
framework.

CONCEPT MAP
A concept map is a visual representation of information that helps show the
relationship between ideas. Concept maps begin with the main topic and then
branch out into sub-topics, reflecting the connection of all the elements in the
study. It can also provide and organize new ideas.
It is composed of different figures such as lines, circles, boxes, and other
marks or symbols which represent the elements of your research. It can take the
form of charts, graphic organizers, tables, flowcharts, Venn Diagrams, timelines,
or T-charts. Concept map arranges related ideas in a hierarchy. You start broad,
and the sub-topics will get more and more specific. It also helps you in formulating
a specific topic from the general or the main idea with significant connections of
information. In other words, understanding the big picture makes the details more
significant and easier to comprehend.
Concept maps are very useful for researchers and readers who understand
better visually. With the proper connection of lines and linking arrows to shapes
and other symbols representing your concepts about the research, the readers
can visualize a comprehensive picture of your study.
 However, in the concept map, you are not yet actually researching your
study. It is developing or creating your plan or blueprint so that you will be guided
on the flow and direction of your research study. And that includes your research
questions, variables, and methodology. It means that you are just gathering and
soliciting ideas on what you could learn about your chosen topic.
Before creating your conceptual framework, you have to understand first
the different variables of your study. Although these were already discussed in the
previous module for the purpose of utilizing it in your framework, an in-depth
concept is a need.
The independent variable is the “presumed cause” of the research
problem. It is the reason for any “change” or difference in a dependent
variable. It can be purposely manipulated by the researcher, depending on the
focus of the study. It maybe can cause, influence, or affect the result or outcome
of the study. It is also called as the experimental, treatment, antecedent, or
predictor variable. Moreover, it refers to the variable that is stable and unaffected
by the other variables you are trying to measure.
The dependent variable is the “presumed effect” of the research problem.
It is usually the problem itself or the element that is being questioned. This variable
is altered as a result of experimental manipulation of the independent variable or
variables. It is also called as the criterion, effect, response, or outcome variable
which captures the interest of the researcher and requires analysis, interpretation,
and implication of the findings of the study. The variable that depends on other
factors that are measured and are affected or influenced by the independent
variable.
The moderating variable is an independent variable which influences the
direction and the strength of the connection between independent and
dependent variables. The independent variable interacts with the moderator
variable, which makes the relationship of the independent and dependent
variable stronger or weaker. It alters the effect that an independent variable has
on a dependent variable base on its value. The moderator thus influences the
effective component of the cause-effect relationship between the two variables.
This is also called as the interaction effect.
Mediating variable or Intervening variable is an element that exists
between the independent to the dependent variable. A mediator (or mediating)
variable is an integral part of the cause-effect relationship and helps us to
understand the effects of the independent variable on the dependent variable.
It is a variable that describes the effect and influence of the relationship between
the variables and what is controlling that relationship. This is also called
as correlated or mediator variables
The control variable is a special type of independent variable that can
influence the dependent variable. It takes an active role in quantitative studies.
Statistical procedures are used to control this variable. It is useful to integrate the
control variables into your research study, but it is not the main focus.
It has somehow an effect on the dependent variable and an extension of
the independent variable. However, if you omit the control variable from your
study, the findings would be less accurate. It is mostly relevant if your study is about
to prove a cause-effect relationship by undertaking statistical analysis.

The Input-Process-Output Model

The Input-Process-Output Model (IPO) is a conceptual paradigm which

indicates the inputs, required process, and the output. This approach is seated on
the premise of acquiring essential information by converting inputs into outputs
through the required processing steps in obtaining the result. The IPO Model is also
referred to as a functional model that is usually used in action research where an
intervention or solution is necessary to solve the identified problem.
The Input is usually the independent variable of the study. Meanwhile,
the Process is the intervention or solution consist of the instruments and analyses
used to acquire the result. Lastly, the Output is the findings or outcome of the
interventions being made to solve the identified problem.

Common Example of Conceptual Framework

As you read on different research studies, the common conceptual
frameworks used of most studies are the independent and dependent variable
model and the input, process, and output model.
 A. Independent Variable - Dependent Variable Model (IV-DV)

For example:

Figure 1. The schematic diagram of the Independent and Dependent Variables

of the Study.
This conceptual framework shows the independent and dependent
variables of the study. It is presumed that the more number of hours a student
prepares for the exam, the higher would be the expected academic
performance.
B. The Input – Process - Output Model (IPO)

For example:

Figure 2. The schematic diagram of the Input, Process, and Output Approach of
the Study.
 This conceptual framework shows the input, process, and output approach
of the study. The input is the independent variable, which includes the socio-
demographic and food safety profile of the respondents. The process includes
the tools and analyses in gathering the data, while the output is the outcome
based on the results of the study.

APPLY:
Example 1
Research Title: Effect of Mentoring Program on Academic Performance
among Senior High School Students
Conceptual Paradigm:

Effect of Mentoring Academic

Program Performance

In this conceptual framework, it is expected that the students who

underwent the mentoring program will have better academic performance than
those who did not.

Example 2

Research Title: Awareness on the Safety Precaution against COVID 19

among the Senior Citizens who are living in the Home Care Facilities: Basis
for a Proposed Intervention Program
Conceptual Paradigm:

INPUT PROCESS OUTPUT

Socio-demographic Profile
1. Age
2. Sex 1. Profiling
Proposed
3. Marital Status 2. Survey Tool Intervention
4. Educational
3. Data Gathering Program
Attainment
Safety Precaution Awareness
4. Data Analysis
Against COVID 19
and Interpretation
1. Causes
2. Management
3. Prevention

In this conceptual framework, the input is the baseline information about

the respondents. Necessary steps and procedures are to be implemented to
obtain the vital data as a result and findings of the research. Furthermore, these
findings will be the basis for a proposed intervention program as the output of the
study.
 QUANTITATIVE DATA-COLLECTION TECHNIQUES

Collecting data is one major component of any type of research. Undermining

its importance would result in the production of inaccurate data sufficient to
render your research study invalid. Hence, in collecting quantitative data, stress
is given to the accuracy or appropriateness of your data-gathering technique
as well as of the right instrument to collect the data. The following are the most
used quantitative datagathering techniques along with the data-gathering
instruments for each technique. (Matthews 2010; Badke 2012; Thomas 2013;
Woodwell 2014)

Observation
Using your sense organs, you gather facts or information about people, things,
places, events, and so on, by watching and listening to them; then, record the
results of the functioning of your eyes and ears. Expressing these sensory
experiences to quantitative data, you record them with the use of numbers. For
instance, watching patients lining up at a medical clinic, instead of centering
your eyes on the looks of the people, you focus your attention on the number,
weight, and height of every patient standing up at the door of the medical
clinic.

Survey

Survey is a data-gathering technique that makes you obtain facts or information

about the subject or object of your research through the datagathering
instruments of interview and questionnaire. This is the most popular data-
gathering technique in quantitative and qualitative researcher studies for the
researchers are free to use not just one survey instrument but also these two
following data-gathering instruments.

Questionnaire

Questionnaire is a paper containing series of questions formulated for an

individual and independent answering by several respondents for obtaining
statistical information. Each question offers a number of probable answers from
which the respondents, on the basis or their own judgment, will choose the best
answer. Making up a questionnaire are factual and opinionated questions.
Questions to elicit factual answers are formulated in a multiple-choice type and
those to ask about the respondents’ views, attitudes, preferences, and other
opinionated answers are provided with sufficient space where the respondents
could write their sentential answers to opinionated questions.

Interview

Survey as a data-gathering technique likewise uses interview as its data-

gathering instrument. Similar to a questionnaire, interview makes you ask a set of
questions, only that, this time, you do it orally. Some, however, say that with the
advent of modern technology, oral interview is already a traditional way of
interviewing, and the modern ways happen through the use of modern
electronic devices such as mobile phones, telephones, smart phones, and other
wireless devices.
 Experiment

An experiment is a scientific method of collecting data whereby you give the

subjects a sort of treatment or condition then evaluate the results to find out the
manner by which the treatment affected the subjects and to discover the
reasons behind the effects of such treatment on the subjects. This quantitative
data-gathering technique aims at manipulating or controlling conditions to
show which condition or treatment has effects on the subjects and to determine
how much condition or treatment operates or functions to yield a certain
outcome.

SAMPLING

Sampling means choosing from a large population the respondents or subjects

to answer your research questions. The entire population is involved but for your
research study, you choose only a part of the whole.

The word population is a technical term in research which means a big group of
people from where you choose the sample or the chosen set of people to
represent the population. Sampling frame, on the other hand, is the list of the
members of the population to which you want to generalize or apply your
findings about the sample, and sampling unit is the term referring to every
individual in the population. The sampling, as well as the research results, is
expected to speak about the entire population. Unless this does not refer to the
population, in general,

Sampling Methods

Probability Sampling

This is a sampling method that makes you base your selection of respondents on
pure chance. In this case, everybody in the population participates. All are
given equal opportunity or chance to form the sample that is capable of
reflecting the characteristics of the whole population from where such sample
was drawn. The following are the different probability sampling techniques:

a. Simple-random sampling – choosing of respondents based on pure chance.

b. Systematic sampling – picking out from the list every 5th or every 8th member
listed in the sampling frame until the completion of the desired total number of
respondents.

c. Stratified sampling – choosing a sample that will later on be subdivided into

strata, sub-groups, or sub-samples during the stage of the data analysis.

d. Cluster sampling – selecting respondents in clusters, rather than in separate

individuals such as choosing 5 classes of 40 students each from a whole
population of 5,000 students

Ensuring a bias-free selection of subjects, these probability sampling techniques

are considered by many as more capable than the non-probability sampling
techniques in coming out with the accurate or exact samples to give pieces of
information about the population as a whole.
Non-probability Sampling

The sampling techniques included in this category are not chosen randomly, but
purposefully. Not randomized, they are susceptible to bias. Unlike the probability
sampling techniques that exclude the researcher’s judgment, the non-
probability sampling techniques succumb to the control, likes, or wishes of the
researcher and to restrictions imposed by the researcher on the sampling
procedure. The following are the non-probability sampling techniques:

a. Quota sampling – choosing specific samples that you know correspond to the
population in terms of one, two, or more characteristics.
b. Availability sampling – picking out people who are easy to find or locate and
willing to establish contact with you e. Snowball sampling – selecting samples
from several alternative samples like drug dependents, human traffickers, street
children, and other wayward and homeless people whose dwelling places are
not easily located for they are like nomads moving from place to place

c. Purposive sampling – choosing respondents whom you have judged as

people with good background knowledge or with great enthusiasm about the
research.
d. Snowball sampling is a recruitment technique in which research participants
are asked to assist researchers in identifying other potential subjects

The most preferred sampling technique in qualitative or quantitative research is

random sampling. However, this kind of probability sampling requires the use of
statistical method in measuring the sample. Three probability sampling
techniques: simple random, stratified, and systematic depend greatly on
statistics for sample accuracy.

ADVANTAGES AND DISADVANTAGES OF THE MOST COMMON SAMPLING

TECHNIQUES

WATCH THE VIDEO:

 https://www.youtube.com/watch?v=pTuj57uXWlk

MEASUREMENTS OF QUANTITATIVE DATA

In quantitative research, measurements of data expressed in numerical forms

form in a scale or one that consists series of graduated quantities, values,
degrees, numbers, and so on. Thinking about the type and scale of
measurement that you have to use in your quantitative research is important
because your measurement choices tell you the type of statistical analysis to use
in your study. Not knowing which scale of measurement to use may result in your
erroneous examination of the data.

There are two categories of scales of measurement: qualitative scales of

measurement and quantitative scales of measurement. Under quantitative
scales of measurement are these two: the nominal scale to show the
classification of things based on a certain criterion such as gender, origin, brand,
etc., and the ordinal scale to indicate the rank or hierarchical order of things.

The quantitative scales of measurement are the interval scale for showing equal
differences or intervals between points on the scale in an arbitrary manner
(showing differences in attitudes, inclinations, feelings, ideas, fears, opinions,
etc.) and the ratio scale, like the interval scale, that shows equal differences or
intervals between points on the scale. However, these two quantitative scales of
measurement are not exactly the same, in that, the latter gives value to zero.

The difference between interval and ratio scales comes from their ability to dip
below zero. Interval scales hold no true zero and can represent values below
zero. For example, you can measure temperature below 0 degrees Celsius, such
as -10 degrees.

Ratio variables, on the other hand, never fall below zero. Height and weight
measure from 0 and above, but never fall below it.

HERE IS THE APPLICATION IN OF THE DIFFERENT LEVELS OF MEASUREMENT:

Meet my friend, Bob. He is a really creative and imaginative student pursuing a

career in statistics. One day, after college he decided to visit a pizza place for
lunch. There were a lot of customers in the place and Bob had to wait to place
his order.
As imaginative and in-his-own-world boy Bob is, he was glancing at the menu.
He entered his own Stats World. He noticed that the categories of pizza
were nominal data. Nominal data are often called as categorical data because
they simply put the given data into defined categories. For example, pizza can
have veg or non-veg toppings. Nominal data don’t indicate order, there is no
way we can depict the level of ‘pizza-ness’ just by the toppings used. Best other
example is the gender of a person i.e. male, female or transgender

Bob then realizes that the sizes of the pizza were of an ordinal type. As the name
suggests, ordinal data clearly indicates a meaningful order. Bob could see Small,
Medium and Large pizza sizes on the menu, clearly indicating the order of
hierarchy. However, ordinal variables don’t imply that the difference between
two sets of values(intervals) are equal. It means we can’t say if the difference
between small and medium-sized pizza is equal to the difference between
medium and large sized pizza.

Bob’s daydreaming was interrupted by the attendant as he asked for Bob’s

order. Bob ordered his favorite Cheese burst chicken barbeque pizza(Ah, I’m
drooling!) and was gazing around in the pizza place.

In the table in front of him, there was a family enjoying their pizza, a father and
mother with their infant in the walker. The infant had so tiny feet, Bob was sure his
shoe size was definitely zero! Then he realized shoe size is an interval variable.
Eureka! An interval variable has a defined interval between values but lacks a
zero point. Consider shoe sizes, we can say that the difference in shoe size 8 and
shoe size 7 is equal to the difference in sizes 2 and 3. But it doesn’t mean that size
6 is 2 times size 3. And when we say a shoe size of zero it doesn’t mean an
absence of a shoe. But it instead indicates a shoe size.i.e its an arbitrary zero
point.
Bob’s cheesy hot pizza had arrived by now and his thoughts were now focused
just on the pizza. Bob devoured the pizza and after he was done, the pizza place
was really calm. Surprisingly all the customers were gone including the family in
front of him. There were just the attendants and him.

Bob soon left the place. His mind went back to the Stats World and he
concluded that the number of customers in a pizza place is of a ratio scale.
A ratio scale is interval scale’s big brother. It has definite intervals and also holds
a true zero point value. That means at the time Bob left the pizza place there
were zero customers i.e. true absence of customers. While if there were 20
customers, it literally meant twenty times the number of customers right now.End
of Story!

WATCH THE VIDEO:

https://www.youtube.com/watch?v=KIBZUk39ncI
https://www.youtube.com/watch?v=yJpiUHbLKLU
 DATA PRESENTATION AND INTERPRETATION

Data presentation and analysis is one of the most essential parts of your research
study. An excellent data presentation can be the potential for winning the hearts
of the panelists, clients, or simply the readers. No matter how good your data, if it
is not well presented, you will not be able to earn the preferences of those whom
you are trying to persuade. Good data presentation matters.

The following are the significant steps you need to take note in preparing and
writing your data analysis after gathering the data:

1. encode and organize your data for analysis according to the data asked
by your research questions;
2. use your data for statistical tests you have identified in Module 4. You may
ask assistance from your statistics and research teacher;
3. present the result in a tabular or graphical form appropriate for your data
and research purpose;
4. write the interpretation for each table or graph highlighting the significant
results and its implications;
5. support your findings from relevant literature and studies you have cited in
Chapter 2 of your research paper; and
6. edit the grammatical and typographical errors in your interpretation. You
may use www.grammarly.com to edit your work.
7. Submit your work using the format given to you. Remember the
institutional format of your school.

Techniques in Data Processing

Remember to organize your data based on your research questions. The data
processing involves three actions: editing, coding, and tabulation.
Editing is a process wherein the collected data are checked. At this stage,
handling data with honesty should be employed. When you edit it is expected
that you will not change, omit, or makeup information if you think that the data
you collected is insufficient or does not meet your personal expectations. The
main purpose of editing is for checking the consistency, accuracy, organization,
and clarity of the data collected. Data editing can be done manually like
traditional tallying or with the assistance of a computer or a combination of both.

Coding is a process wherein the collected data are categorized and organized.
It is usually done in qualitative research. In quantitative research, coding is done
to assign a numerical value to specific indicators especially if it is qualitative in
nature. This numerical value will be useful when you are going to analyze your
data using statistical tools. Just make sure that the categories created are
aligned with your research questions. Consider the following example:
Tabulation is a process of arranging data. In many studies, the table is used to do
this process. Tabulation can be done manually or electronically using MS Excel.
Again organize the data based on your research questions. Before inputting your
data into the table, it will be helpful to review your statistics class on how to
arrange data according to the statistical techniques you will use. Take note that
the digital tool you are going to use will also matter on how you are going to
tabulate your data; like MS Excel, Minitab, or other digital tools have different
ways of entering your data. The correct arrangement of your data will be helpful
during actual data analysis.

Presentation and Interpretation of Data

The next step after editing, coding, and tabulating the data is to present them in
a graphical or visual presentation called non-prose materials. The purpose of
presenting the data in this way is to make the outline of the results more
presentable. Non-prose materials are composed of graphs, bars, tables, charts,
diagrams, illustrations, drawings, and maps.
In quantitative research, tables and graphs are usually used. Standard format in
presenting the data into a table or a graph like its title, labels, contents, and many
more can be followed as well when school institutional format is not provided or
identified. You may visit APA, CMOS, or MLA on how to do so.

Tables

The table helps summarize and categorize data using columns and rows. It
contains headings that indicate the most important information about your study.

To interpret the tables, one needs to do the following:

1. Analyze the connections among the details of the headings.

2. Check the unusual pattern of the data and determine the reason behind
these.
3. Begin with the table number and the title.
4. Present the significant figures (overall results, high and low values, the
unusual pattern).
5. Refrain from repeating again what’s inside the table.
6. Support your findings with literature and studies that confirm or contrast
your results.
7. Establish the practical implications of the results. This will add value to your
research findings.
8. End with a brief generalization.

SAMPLE 1

Table 1. Frequency and Percentage Distribution of Student’s Overall Performance

in Pre-Calculus Pretest

Student’s Overall Performance f %

Outstanding 2 5
Very Satisfactory 15 30
Satisfactory 33 66
Unsatisfactory 0 0
Poor 0 0
Total 50 100

Table 1 shows the summary of the overall adjectival rating in frequency and
percentage of students in their pretest in Pre-calculus at Gulayan National High
School for S.Y. 2019-2020. Results reveal that 66% of the students have satisfactory
ratings. Only 5% have an outstanding rating. Overall, the data showed that the
students at Gulayan National High School have fair ratings based on their pretest
scores. This implies that most of the students do not have prior mastery of the
concepts of this subject. Hence, the teacher is expected to apply teaching
strategies that will increase students’ concepts of the subject. This result is
supported by Ignacio (2016) that pretest scores especially if it is valid and reliable
show prior knowledge of the learners of the subject matter.

Graphs

Graphs focus on how a change in one variable relates to another. Graphs use
bars, lines, circles, and pictures in representing the data. In interpreting the graph,
it is the same process in the table. In choosing what type of graph to use,
determine the specific purpose of the presentation. Line Graph illustrates trends
and changes in data over time, Bar Graph illustrates comparisons of amounts and
quantities, while Pie Graph (Circle Graph) displays the relationship of parts to a
whole.

SAMPLE 1

Figure 1 shows the canteen lunch menu of GRSHS-X. The graph reveals that rice is
highly patronized by the students and teachers with 150 cups sold daily. It can
also be noted that pork and chicken menus have a good number of buyers (315
serve/pieces). Vegetable menus cannot be undervalued since several
consumers (135 serve/pieces) also patronized the food. At the same time,
seafood menus earn the last spot (50 serve/pieces sold). Generally, students and
faculty of GRSHS-X preferred meat (pork and chicken) menus next to rice.
 SAMPLE 2

Figure 2. Students Quarterly Average Grade by Sections in Elective

Mathematics (S.Y. 2019-2020)

Figure 2 showed changes in the average grade of Elective Mathematics

between Grade 10-Max and Grade 10-Min from the first quarter to the fourth
quarter for S.Y. 2019-2020. From the graph, it is evident that both sections are
performing well, but Grade 10-Max managed to maintain consistently its high
performance than Grade 10-Min every quarter. During the second quarter, there
is a noticeably far difference between the two sections. Overall, Grade 10-Max
gained a better performance in Elective Mathematics than Grade 10-Min.

SAMPLE 3
Figure 3 showed the result of the survey conducted on Grade 7 students when
asked about their dream job. From the graph, forty percent (40%) and thirty
percent (30) of the participants wanted to become a doctor and an engineer,
respectively with just thirty percent (30%) left for other professions. Only about five
percent (5%) wanted to become a teacher. From the data, more than 70% of the
Grade 7 students will likely pursue STEM strand courses when they graduate from
high school.

REFERENCES:

• Luzano, R & Nopone, MD. 2020. Practical Research 2 Module 5. DepEd

Cagayan De Oro
• Cristobal, A. & Cristobal, M. C. (2017). Practical Research 2
for Senior High School. Quezon City: C & E Publishing, Inc.
 WRITING CONCLUSIONS

A conclusion is an important part of your research study. It wraps up your writing

by summarizing the main idea for your readers. This brings your writing to a smooth
close and creates well- written answers to your research questions. You have to
consider the main idea that you want to convey to your readers and have a sense
of closure in the study. It usually starts answering the specific moving to the
general inquiry. It must avoid further elaboration which has already been done in
the presentation of the results and discussion and summary of findings.

In the conclusion part, no new information is expected. Researchers reconsider

the research questions and draw answers to these questions. It is very important
that the conclusions are limited within the main objective of the study and
research questions presented at the beginning of the research paper. Hence,
conclusions are a precise statement that directly answers the stated research
questions.

Furthermore, the purpose of your conclusion is to make the readers understand

the impact of your research on them. It is a synthesis of the key points and not just
a summary of the entire research study.

Guidelines in Writing Your Research Conclusion

In writing your conclusion, make sure to have a brief introductory statement

before itemizing the answers to your research questions. Remember that your
conclusion should address or answer every research inquiry you have in your
research study. Here are some points you have to keep in mind.
1. Avoid merely summarizing.

Make inferences from the summary of results.

2. State your conclusion in a clear and simple language.

Emphasize the purpose of your study then relate how your findings differ from
other studies.

3. Do not just reiterate the discussion of your results.

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.

4. Avoid using numerals, figures, or simply repeating the results.

The focus of this part of research paper is not presenting results nor findings.
Inferences and implications are emphasized in the conclusions of the study.

5. Indicate opportunities for future research.

Highlighting the need for further studies provides the reader with that
evidence that you have an in-depth awareness of the research problem.

lease take note that there are different ways of formatting your conclusion. You
can have it numbered or in paragraphs, depending on your institutional format.

Research Implications
Research Implications are important content of your conclusion. It refers to the
logical relations and their result in a given situation. The conclusions you draw from
the findings, how you linked those to a specific theory or practice comprises the
implication of the study. There are two forms of implications: practical and
theoretical implications.

Practical Implication is also called a convenient implication. It is a

realistic explanation of what your research findings might mean and the fact that
would arise if those circumstances were met.

Example: Studying the implications of a room-to-room campaign reveals that, it

is more effective in increasing awareness of how to fight COVID-19 than
announcing it during the students’ morning assembly.
Theoretical implication is a statement that supports or contradicts a theory,
previous study findings, or creates something entirely new. It also represents the
literature in your theoretical section.

Example: Based on Bolman’s Leadership Framework, results indicate that majority

of the Student Government officers significantly possess symbolic leadership.
Given that this is their strength, it supports that the results that leadership style is
significantly correlated to two-way communication of the organization. Results
also support that avenue for open forum or discussion was provided.

Here is an example of how the conclusion answers the research questions and
was drawn from a summary of findings.

Research Recommendations
Recommendations can be described as a suggestion regarding the best course
of action to take as a result of your summary of findings and conclusion. The
purpose of a recommendation is to provide a useful guide that will not only
address certain problems but result in a successful outcome.

Take note that, no matter how similar the studies are in content and context, their
findings may be different because they will depend heavily on the outcomes and
current situations that have occurred during the timeframe of the study. Your
recommendations should point to specific actions to be addressed. Excellent
advice would direct those affected by the situation to take concrete action on
what needs to be done to solve the issue or to resolve the situation.

Generally, recommendations include how to further improve the pertinent

variables or treatment used in the study, suggestions to concerned individuals or
agencies, future researchers who may want to pursue similar studies, and
suggests variables or research methods for future use.

These are the Guidelines in writing your Recommendations according to Barrot,

(2017, p. 214).

1. Write your recommendations based on your conclusions and limitations of

your study. Align it to the purpose and scope of your research.
2. Write practical and doable recommendations. Be specific.
3. Make it concise and clear.
 4. Avoid recommendations that are easy to address.

Please take note that there are different ways of formatting your
recommendations. You can have it numbered or in paragraphs, depending on
your institutional format.

Here is an example of how recommendations must relate to the findings and

conclusions.

REFERENCES:

• Luzano, R & Nopone, MD. 2020. Practical Research 2 Module 1. DepEd

Cagayan De Oro
• Cristobal, A. & Cristobal, M. C. (2017). Practical Research 2
for Senior High School. Quezon City: C & E Publishing, Inc.