DATA ANALYSIS, PRESENTATION OF FINDINGS, AND

RESULTS INTERPRETATION

Before conducting data analysis in a research study, several preliminary activities

need to be undertaken to ensure the data are prepared, organized, and ready for analysis.
These activities include:

1. Data Cleaning:
- Data cleaning involves identifying and correcting errors, inconsistencies, and
missing values in the dataset.
- Researchers should carefully review the data to check for any inaccuracies, outliers,
or anomalies that may affect the validity of the analysis.
- Common data cleaning tasks include removing duplicate entries, correcting typos or
coding errors, and imputing missing values using appropriate techniques.

2. Data Coding and Transformation:

- Data coding involves assigning numerical or categorical codes to variables and
responses to facilitate analysis.
- For qualitative data, researchers may code interview transcripts, survey responses,
or observational notes to categorize themes, concepts, or patterns.
- For quantitative data, variables may need to be recoded or transformed to ensure
compatibility with statistical analysis techniques.
- Data transformation techniques may include standardization, normalization, or
logarithmic transformation to meet the assumptions of statistical tests.

3. Data Organization and Documentation:

- Researchers should organize the dataset in a structured format that is conducive to
analysis.
- This may involve creating a data dictionary or codebook that documents the
variables, codes, and coding schemes used in the dataset.
- Clear documentation is essential for ensuring transparency, reproducibility, and
interpretation of the analysis results.

4. Selection of Analytical Techniques:

- Before conducting data analysis, researchers should determine the appropriate
analytical techniques based on the research questions, study design, and nature of
the data.
- Furthermore, identification on what kind of data to be analyzed is also important:

Continuous and Discrete Data

A data that can take infinite number on the value that can occur
within the population is known as continuous data. Its values can be
divided into fractions. Examples of this type of data include age, height, and
temperature.
Discrete data or also known as categorical or classificatory data, on
the other hand, is any data that has a limited number of distinct values and
 which cannot be divided into fractions like sex, blood group, and number
of children in a family.

Continuous data can be further categorized as either interval or ratio data:

▪ Interval data is a measurement where the difference between two
values does have meaning.
▪ Ratio data possesses the properties of interval data and has a clear
definition of zero, indication that there is none of that data.
▪
Discrete data can be further categorized as nominal and ordinal:
▪ Nominal data is a data with no quantitative value. It has two or more
categories but does not imply ordering of cases.
▪ Ordinal data is a data that has two or more categories which can be
ranked.

- Quantitative data analysis techniques may include descriptive statistics, inferential

statistics, regression analysis, or multivariate analysis.
- Qualitative data analysis techniques may include content analysis, thematic analysis,
grounded theory, or narrative analysis.
- Researchers should ensure they have the necessary knowledge, skills, and software
tools to perform the selected analytical techniques effectively.

5. Ethical Considerations:
- Researchers must ensure that data analysis procedures adhere to ethical guidelines
and standards for research conduct.
- This includes protecting the confidentiality and privacy of participants' data,
obtaining informed consent for data use, and ensuring data security and integrity.
- Researchers should also consider the potential impact of their analysis on
vulnerable or marginalized populations and take steps to minimize harm.

6. Pilot Testing:
- Pilot testing involves conducting a preliminary analysis or trial run of the data
analysis procedures to identify any issues or challenges.
- Researchers may analyze a small subset of the dataset to test the suitability of
analytical techniques, verify the accuracy of coding or transformations, and assess
the feasibility of the analysis plan.
- Pilot testing allows researchers to refine their analysis approach and make any
necessary adjustments before analyzing the full dataset.

I. Data Analysis

Data analysis is described “as the process of bringing order, structure, and
meaning” to the collected data. The data analysis aims to unearth patterns or regularities
by observing, exploring, organizing, transforming, and modeling the collected data.

It is a methodical approach to apply statistical techniques for describing,

exhibiting, and evaluating the data. It helps in driving meaningful insights, form
conclusions, and support the decisions making process. This process of ordering,
summarizing data is also to get answers to questions to test if the hypothesis holds.
Exploratory data analysis is a huge part of data analysis. It is to understand and discover
the relationships between the variables present within the data.

There are two ways to analyze quantitative data:

A. Descriptive Statistical Analysis

Descriptive statistical analysis refers to the process of summarizing and

describing the main features of a dataset using numerical measures, graphical
representations, and summary statistics. Its primary objective is to provide an overview
of the data and gain insights into its characteristics without making inferences or
generalizations to a larger population. Descriptive statistics are commonly used in
exploratory data analysis to understand the distribution, central tendency, and variability
of the data.

Descriptive statistical analysis is essential for summarizing the main

characteristics of the data, identifying outliers or anomalies, and informing subsequent
inferential analysis. It provides a foundation for understanding the underlying patterns
and trends in the dataset before making further interpretations or inferences.

Key Components

1. Percentage is any proportion from the whole.

𝑃𝐴𝑅𝑇
Formula : 𝑃𝐸𝑅𝐶𝐸𝑁𝑇𝐴𝐺𝐸 (%) = (𝑊𝐻𝑂𝐿𝐸) 𝑋 10

Here’s a data gathered by Purok A City High School administration regarding the
number of Grade 7 parents who opted to receive digital copies of the learning modules.

2. Mean or average is the middlemost value of your list of values and this can be
obtained by adding all the values and divide the obtained sum to the number of
values.

• The mean score represents the average value of a set of scores or

observations.
• It is calculated by summing up all the individual scores and dividing the
sum by the total number of scores.
• The mean provides a measure of central tendency and indicates the typical
or representative value within the data set.
 Formula: ̅ ) = 𝒔𝒖𝒎 𝒐𝒇 𝒂𝒍𝒍 𝒗𝒂𝒍𝒖𝒆𝒔
Mean (𝑿 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒗𝒂𝒍𝒖𝒆𝒔

Example:
1. Ungrouped Data
Refer to Table 1 above, to get the mean or average number of parents who
opted to receive digital copies of learning modules, do the following:

𝟐𝟒+𝟐𝟓+𝟏𝟔+𝟏𝟏 𝟕𝟔
̅) =
Mean (𝑿 = = 𝟏𝟗
𝟒 𝟒

2. Grouped Data
Here’s the data gathered from the survey on Study Habits conducted by the
Grade 12 students to the 150 Grade 7 students of Purok A City High School.

Interpretation

 When interpreting mean scores, consider the research context and the
specific variables being measured.
 A high mean score suggests a larger magnitude or higher level of the
measured variable.
 A low mean score indicates a smaller magnitude or lower level of the
measured variable.

3. Standard Deviation shows the spread of data around the mean.

• Standard deviation is a measure of the dispersion or spread of data points

around the mean.
• It quantifies the degree of variability or deviation from the mean within a
dataset.
• A low standard deviation suggests that data points are closely clustered
around the mean, indicating greater consistency.
• A high standard deviation indicates that data points are more spread out
from the mean, reflecting greater variability or heterogeneity.
 Interpretation

 The standard deviation provides information about the dispersion or

variability around the mean.
 A small standard deviation suggests that the data points are closely
grouped, indicating less variability.
 A large standard deviation implies that the data points are more widely
spread, indicating greater variability.

One need to get the range from which the mean of a five-point Likert can be
interpreted. There are two methods to do this, if we treat the Likert scale as
interval/ratio. First, the usual way is to calculate the interval by computing the range
(e.g. 5 − 1 = 4), then divided it by the maximum value (e.g. 4 ÷ 5 = 0.80). Ultimately, we
get the following result:

From 1 to 1.80 represents (strongly disagree).

From 1.81 to 2.60 represents (do not agree).
From 2.61 to 3.40 represents (true to some extent).
From 3:41 to 4:20 represents (agree).
From 4:21 to 5:00 represents (strongly agree).

The other way is to treat the selection as the range themselves, and so we get
these results
From 0.01 to 1.00 is (strongly disagree); From 1.01
to 2.00 is (disagree);
From 2.01 to 3.00 is (neutral);
From 3.01 to 4:00 is (agree);
From 4.01 to 5.00 is (strongly agree)
 B. Inferential Statistical Analysis

Inferential statistical analysis refers to the process of making inferences,

predictions, or generalizations about a population based on sample data. Its primary
objective is to draw conclusions about the population parameters or characteristics by
analyzing a representative sample from the population.

Inferential statistics allow researchers to assess the significance of relationships,

differences, or associations observed in the data and test hypotheses or research
questions. Inferential statistical analysis allows researchers to generalize findings from
the sample to the population, assess the reliability and validity of research conclusions,
and make evidence-based decisions in various fields such as healthcare, social sciences,
and business. It provides a rigorous framework for drawing meaningful conclusions and
making predictions based on empirical evidence obtained from sample data.

Key components

1. Hypothesis Testing:
- Hypothesis testing involves formulating null and alternative hypotheses
about the population parameter of interest and using sample data to assess
the likelihood of these hypotheses.
- Common hypothesis tests include t-tests, ANOVA, chi-square tests, and
regression analysis.
- Hypothesis testing provides a framework for evaluating whether observed
differences or relationships in the sample data are statistically significant
and not due to random chance.

2. Confidence Intervals:
- Confidence intervals provide a range of values within which the true
population parameter is likely to fall with a certain level of confidence.
- For example, a 95% confidence interval indicates that we are 95% confident
that the true population parameter lies within the specified range.
- Confidence intervals help quantify the uncertainty associated with
estimating population parameters based on sample data.

3. Effect Size Measures:

- Effect size measures quantify the magnitude or strength of relationships or
differences observed in the data.
- Common effect size measures include Cohen's d for mean differences, eta-
squared for variance explained in ANOVA, and odds ratios for categorical
data.
- Effect size measures provide additional information about the practical
significance or importance of the observed effects beyond statistical
significance.
Common Inferential Statistical Tools

t-Test

The t-test is a statistical test used to determine if there is a significant

difference between the means of two groups or conditions. The p-value associated
with the t-test indicates the probability of obtaining the observed results by
chance.

• The t-test compares the means of two groups to assess whether there is a
statistically significant difference between them.
• It is used when the variable of interest is continuous and approximately
normally distributed.
• The t-test calculates a t-value, which measures the difference between the
sample means relative to the variability within the groups.

p-value:

• The p-value represents the probability of observing the obtained results,

or results more extreme, under the assumption that the null hypothesis is
true.
• It quantifies the strength of evidence against the null hypothesis.
• A small p-value (usually below a predetermined significance level, such as
0.05) suggests strong evidence to reject the null hypothesis.
• A large p-value indicates weak evidence against the null hypothesis,
suggesting that the observed difference could be due to chance.

Accepting and Rejecting Hypothesis:

 In hypothesis testing, the null hypothesis (H0) assumes that there is no

significant difference between the groups being compared.
 If the p-value is below the chosen significance level (e.g., 0.05), the null
hypothesis is rejected.
 Rejecting the null hypothesis implies that there is evidence to support
the alternative hypothesis (Ha), which states that a significant difference
exists.
 Accepting the null hypothesis means that there is insufficient evidence
to conclude that a significant difference exists between the groups.

ANOVA (Analysis of Variance)

ANOVA is a statistical test used to compare means across three or more

groups or conditions. It determines whether there are any statistically significant
differences among the group means.
• ANOVA partitions the total variation in the data into two components:
variation between groups and variation within groups.
• It assesses whether the variation between groups is significantly greater
than the variation within groups.
 • ANOVA calculates an F-value, which represents the ratio of the between-
group variation to the within-group variation.

p-value:

• The p-value associated with ANOVA indicates the probability of observing

the obtained results, or results more extreme, under the assumption that
the null hypothesis is true.

Accepting and Rejecting Hypothesis:

 In ANOVA, the null hypothesis (H0) assumes that there is no significant

difference among the group means.
 If the p-value associated with ANOVA is below the chosen significance
level (e.g., 0.05), the null hypothesis is rejected.
 Rejecting the null hypothesis suggests that there is evidence to support
the alternative hypothesis (Ha), which states that at least one group
mean is significantly different from the others.
 Accepting the null hypothesis indicates that there is insufficient
evidence to conclude that there are significant differences among the
group means.

Correlation

Correlation coefficients are used to measure the strength and direction of

the relationship between two variables. They provide insights into the degree of
association between variables.

Correlation Coefficients:

• Correlation coefficients range from -1 to +1.

• A positive correlation coefficient (between 0 and +1) indicates a direct or
positive relationship, where an increase in one variable is associated with
an increase in the other, and vice versa.
• A negative correlation coefficient (between -1 and 0) suggests an inverse
or negative relationship, where an increase in one variable is associated
with a decrease in the other, and vice versa.
• The closer the correlation coefficient is to -1 or +1, the stronger the
relationship. A correlation coefficient of 0 indicates no linear relationship
between the variables.

Strength of Correlation:

• The magnitude of the correlation coefficient indicates the strength of the

relationship.
• Typically, correlation coefficients between 0 and 0.3 (or -0.3) are
considered weak or low.
 • Coefficients between 0.3 (or -0.3) and 0.7 (or -0.7) are considered
moderate or moderate to high.
• Coefficients above 0.7 (or below -0.7) are considered strong or high.

Interpretation:

 When interpreting correlation coefficients, consider the context of

the variables being studied.
 A positive correlation coefficient suggests that as one variable
increases, the other variable tends to increase as well.
 A negative correlation coefficient indicates that as one variable
increases, the other variable tends to decrease.
 The closer the correlation coefficient is to -1 or +1, the stronger the
relationship between the variables.

 It is important to note that correlation does not imply causation. A

significant correlation does not necessarily mean one variable
causes the change in the other.

 Note: The interpretation of correlation coefficients may vary

depending on the field of study and the specific research question.

II. Data Presentation

Data presentation is the process of organizing data into logical, sequential and
meaningful categories and classifications to make them amenable to study and to
interpret.

3 Ways on How to Present Your Data

a. Tabular Presentation - is a systematic arrangement of related idea in which classes

of numerical facts or data are given each row and their subclasses are given each a column
in order to present the relationships data in understandable form

Tabular presentation involves organizing and displaying quantitative data in tables

for easy interpretation and comparison.
Tables typically include rows representing individual cases or groups and columns
representing variables or categories.

Guidelines for Creating Tables in Quantitative Research

- Title: Clearly state the purpose or content of the table.
- Headings: Provide clear and concise headings for rows and columns.
- Units: Include units of measurement where applicable.
- Footnotes: Include footnotes to explain abbreviations, symbols, or other
relevant information.
- Consistency: Ensure consistency in formatting, font size, and style throughout
the table.
b. Textual Presentation - statements with numerals or numbers that serve as
supplements to tabular presentation.

Textual presentation involves presenting qualitative data in written form, often

accompanied by quotes, excerpts, or descriptions.
It allows researchers to convey the richness and complexity of participants'
experiences and perspectives.

Guidelines for Presenting Textual Data in Qualitative Research

- Use clear and concise language to describe findings, themes, and patterns.
- Include verbatim quotes or excerpts from participants to illustrate key points.
- Provide context and background information to enhance understanding of the
data.
- Organize the text logically, following the structure of the research questions or
themes identified.

c. Graphical Presentation - a chart representing the quantitative variations or changes

of variables in pictorial or diagrammatic form.

Graphical presentation involves representing quantitative data visually using

graphs or charts. Graphs can help visualize trends, patterns, and relationships in the
data more effectively than tables alone.

Guidelines for Creating Graphs in Quantitative Research

- Choose the appropriate type of graph (e.g., bar graph, line graph, scatter plot)
based on the nature of the data and research questions.
- Label axes clearly with the variable name and units of measurement.
- Use consistent scales and intervals on the axes for accurate interpretation.
- Include a title that summarizes the main findings or purpose of the graph.
- Use color, symbols, or patterns to differentiate groups or conditions if
necessary.
- Ensure clarity and simplicity in design to facilitate understanding for the
audience.

III. Data Interpretation

Once the data has been analyzed, the next progressive step is to interpret the data.
Data interpretation is the process of assigning meaning to the processed and analyzed
data. It enables us to make informed and meaningful conclusions, implications, infer the
significance between the relationships of variables and explain the patterns in the data.

Explaining numerical data points and categorical data points would require
different methods; hence, the different nature of data demands different data
interpretation techniques.

This section answers the question, "So what?" in relation to the results of the
study. What do the results of the study mean? This part is, perhaps, the most critical
aspect of the research report. It is often the most difficult to write because it is the least
structured. This section demands perceptiveness and creativity from the researcher.
Three Ways to Interpret

a. Examine, Summarize:

- When interpreting study results, the first step is to carefully examine the data
and findings obtained from the research.
- This involves reviewing quantitative data, such as descriptive statistics or
inferential test results, and qualitative data, including themes, patterns, and
narratives.
- Researchers should scrutinize the data to identify key trends, relationships, or
findings that emerge from the analysis.
- Once the data have been examined, the next step is to summarize the main
findings in a clear and concise manner.
- Summarization involves synthesizing the quantitative and qualitative results
into a coherent narrative that highlights the most important findings of the
study.
- Researchers should focus on presenting the findings objectively, without bias
or interpretation, to ensure an accurate representation of the data.

b. Justify, Conclude, Draw Inferences:

- After examining and summarizing the study results, researchers need to justify
their interpretations and conclusions based on the evidence obtained.
- This involves providing rationale or explanations for why certain patterns or
relationships were observed in the data.
- Researchers should consider the strengths and limitations of the study design,
data collection methods, and analysis techniques when justifying their
interpretations.
- Conclusions drawn from the study findings should be supported by empirical
evidence and logical reasoning.
- It is important to distinguish between descriptive conclusions, which
summarize the observed patterns or trends in the data, and inferential
conclusions, which make broader statements or predictions based on the
findings.
- Researchers should also draw inferences from the study results by
extrapolating the findings to broader populations or contexts, when
appropriate.
- Inferences should be grounded in the data and guided by the research
questions or objectives of the study.

c. Theorize/Conceptualize:

- In addition to examining and summarizing study results, researchers may

engage in theoretical or conceptual interpretation to provide deeper insights
into the phenomena under investigation.
- Theorizing involves developing theoretical frameworks or models that explain
the observed patterns or relationships in the data.
- Researchers may draw on existing theories or conceptual frameworks from
the literature to guide their interpretation and analysis.
- Conceptualization involves identifying underlying concepts, constructs, or
variables that contribute to the understanding of the phenomenon.
- Researchers should critically evaluate the relevance and applicability of
theoretical concepts to the study findings, considering the context and scope
of the research.
- Theoretical interpretation goes beyond describing what was observed in the
data; it seeks to uncover the underlying mechanisms or processes that drive
the phenomena.
- By theorizing and conceptualizing study results, researchers can contribute to
the advancement of knowledge in their field and generate hypotheses for
future research.
 CONCLUSION, RECOMMENDATIONS AND
RESEARCH REPORT WRITING

Guidelines on how to draft your conclusion:

As an amateur researcher, it is important to emphasize the importance of writing

a substantial conclusion to effectively wrap up a research paper. The conclusion serves
as the final opportunity to leave a lasting impression on readers and reiterate the
significance of the study. Here are some key considerations when writing a substantial
conclusion:

1. Summarize the main findings: Begin by summarizing the key findings or results
of your research. Concisely restate the main points and highlight any patterns,
trends, or relationships that emerged from your analysis. Avoid introducing new
information or data in the conclusion.

2. Address the research objectives: Clearly connect your findings back to the
original research objectives or questions posed at the beginning of your study.
Demonstrate how your research has successfully addressed these objectives and
contributed to the overall understanding of the topic.

3. Discuss the implications: Reflect on the broader implications of your findings.

Discuss the significance of your research in relation to the existing body of
knowledge in your field. Explain how your study adds new insights, confirms or
challenges existing theories, or fills gaps in the current understanding of the topic.

4. Consider limitations and future directions: Acknowledge any limitations or

constraints that may have affected your study. This could include sample size, data
collection methods, or other factors that may have impacted the validity or
generalizability of your findings. Additionally, propose potential avenues for
future research to build upon your study and address any remaining questions or
areas of improvement.

5. Connect back to the introduction: Revisit the introduction of your paper and
make connections to your conclusion. Emphasize how your research has fulfilled
the initial objectives, contributed to the research gap identified, and provided
insights into the topic of study.
6. Provide a strong closing statement: Conclude your paper with a clear and
impactful closing statement. This could be a brief summary of the key takeaways,
a call to action for further research, or a thought-provoking statement that
highlights the broader significance of your work.
 7. Maintain a logical flow: Ensure that your conclusion follows a logical flow and is
well-organized. It should be coherent, concise, and directly related to the research
presented in the body of the paper. Avoid introducing new information or
concepts that might confuse the reader.

8. Be concise yet comprehensive: Strive for conciseness in your conclusion while

still covering all the essential points. Avoid unnecessary repetition or excessive
detail. Focus on providing a clear and comprehensive summary of your research
journey and its outcomes.

9. Consider the target audience: Tailor your conclusion to the target audience of
your research paper. If it is intended for fellow researchers, consider the level of
expertise and familiarity with the subject matter. For a broader audience, strive to
present your findings and implications in a clear and accessible manner.

10. Revise and edit: Lastly, revise and edit your conclusion to ensure clarity,
coherence, and correct grammar and spelling. This is your final opportunity to
leave a strong and lasting impression, so make sure your conclusion is polished
and error-free.

By following these guidelines, you can write a substantial conclusion that effectively
summarizes your research, highlights its significance, and leaves a lasting impact on your
readers.

Look at an example below:

Research Objective: To investigate the impact of mindfulness-based

interventions on stress reduction among senior high school students.

Well-Written Conclusion:

In conclusion, this study aimed to investigate the impact of

mindfulness-based interventions on stress reduction among senior
high school students. Through a randomized controlled trial, we
examined the effectiveness of an 8-week mindfulness program in
reducing self-reported stress levels among a sample of 100 senior
high school students. The findings of this study provide compelling
evidence of the positive effects of mindfulness interventions on stress
reduction. Results demonstrated a statistically significant decrease in
self-reported stress levels among participants who completed the
mindfulness program compared to those in the control group. This
suggests that mindfulness-based interventions can be an effective
approach for managing stress in the senior high school student .
The implications of these findings are significant, particularly in
the context of the growing concerns about stress among senior high
school students. By offering a practical and accessible method for
stress reduction, mindfulness interventions hold promise for
improving the well-being and academic performance of senior high
 school students. However, it is important to acknowledge certain
limitations of our study. Firstly, the sample size was relatively small,
limiting the generalizability of the findings. Additionally, the study
relied on self-report measures, which may be subject to bias. Future
research should consider larger and more diverse samples, utilize
objective measures, and explore the long-term effects of mindfulness
interventions on stress reduction.

Hence, this study provides valuable insights into the

effectiveness of mindfulness-based interventions in reducing stress
among senior high school students. The findings support the
integration of mindfulness programs into senior high school
campuses as a potential means of promoting student well-being. By
implementing evidence-based interventions, universities can support
their students in managing stress and cultivating resilience,
ultimately enhancing their overall senior high school experience.

Guidelines on how to draft your recommendations:

These recommendations serve as actionable steps that can be taken based on the
findings of the study. Here are some guidelines on how to write substantial study
recommendations:

1. Connect recommendations to research objectives: Start by clearly connecting

your recommendations to the original research objectives or questions addressed
in your study. Explain how the recommendations are derived from the findings
and how they can help address the research gap or problem identified.

2. Be specific and actionable: Ensure that your recommendations are specific and
provide clear guidance on what actions can be taken. Avoid vague or general
statements. Instead, focus on actionable steps that can be implemented by
researchers, policymakers, or practitioners in the field.

3. Consider feasibility and practicality: When formulating recommendations, take

into account their feasibility and practicality. Consider the resources, time, and
potential barriers that may impact the implementation of the recommendations.
Strive to propose realistic solutions that can be implemented within the given
context.

4. Prioritize recommendations: If there are multiple recommendations, consider

prioritizing them based on their potential impact or feasibility. Highlight the most
crucial recommendations that can bring about meaningful change or address the
research problem effectively.

5. Provide justification and evidence: Support your recommendations with

justifications and evidence from your study. Reference specific findings, data, or
examples from your research to demonstrate why these recommendations are
valid and necessary. This helps to strengthen the credibility and persuasiveness
of your recommendations.
 6. Consider different stakeholders: Tailor your recommendations to different
stakeholders who may be involved in implementing them. This could include
researchers, policymakers, practitioners, or organizations in the field. Identify the
specific roles and responsibilities of each stakeholder and propose
recommendations that align with their expertise or areas of influence.

7. Address potential limitations: Acknowledge any potential limitations or

challenges that may arise during the implementation of the recommendations.
Discuss strategies or alternative approaches to mitigate these limitations and
enhance the feasibility or effectiveness of the recommendations.

8. Highlight potential impact: Emphasize the potential impact of implementing the

recommendations. Discuss the benefits and positive outcomes that can be
achieved by taking the suggested actions. This helps to create a sense of urgency
and motivation for stakeholders to consider and adopt the recommendations.

9. Consider long-term implications: Reflect on the long-term implications of the

recommendations. Discuss how they can contribute to the advancement of the
field, address ongoing challenges, or lead to further research opportunities.
Consider the potential ripple effects and broader impact that the
recommendations may have.

10. Conclude with a call to action: End your study recommendations with a clear call
to action. Encourage stakeholders to take the proposed steps and emphasize the
importance of collective efforts in implementing the recommendations. This helps
to inspire action and fosters a sense of ownership and responsibility among the
intended audience.

By following these guidelines, you can write substantial study recommendations that
provide practical and evidence-based guidance for future actions. Remember to tailor
your recommendations to the specific context, stakeholders, and findings of your
research.

Based on the previous example conclusion, here's a sample of expertly

written study recommendations.

Study Recommendations:

Integrate mindfulness-based programs into senior high school

curricula: Based on the significant stress reduction observed in this
study, we recommend integrating mindfulness-based programs into
senior high school curricula. This can be accomplished by
collaborating with faculty members, counseling services, and student
organizations to develop and implement mindfulness courses or
workshops as part of a holistic approach to student well-being.
 Establish mindfulness support groups on campus: To further
support the implementation of mindfulness practices, we suggest
establishing mindfulness support groups on campus. These groups
can provide students with a safe and supportive environment to
practice mindfulness techniques, share experiences, and learn from
each other. Student affairs departments and mental health services
can take the lead in organizing and facilitating these groups.

Train faculty and staff on mindfulness techniques: To create a

campus-wide culture of mindfulness, we recommend providing
training sessions on mindfulness techniques for faculty and staff
members. This can enhance their own well-being and equip them with
strategies to support students who may be experiencing stress.
Collaborating with faculty development centers or organizing
professional development workshops can facilitate the training
process.

Conduct further research on long-term effects: While this study

demonstrated short-term stress reduction, we encourage future
researchers to investigate the long-term effects of mindfulness
interventions on senior high school students. Longitudinal studies can
shed light on the sustainability of stress reduction and its potential
impact on academic performance, mental health, and overall well-
being.

Explore mindfulness interventions in diverse student

populations: This study focused on a specific senior high school
student population, and therefore, we recommend exploring
mindfulness interventions in diverse student populations. Research
should investigate the efficacy of mindfulness programs in addressing
stress and well-being among students from different cultural
backgrounds, socioeconomic statuses, and academic disciplines.

Collaborate with senior high schools and universities for a

multisite study: To enhance the generalizability of findings, we
propose conducting a multisite study in collaboration with multiple
senior high schools and universities. This would involve
implementing similar mindfulness interventions and evaluating their
effectiveness across different institutional settings. Such collaborative
efforts can provide a broader understanding of the impact of
mindfulness interventions on senior high school students.

Evaluate the cost-effectiveness of mindfulness interventions: It

is important to assess the cost-effectiveness of mindfulness
interventions. Conducting economic evaluations can help determine
the financial feasibility of implementing these programs on a larger
scale. Collaboration with health economists and stakeholders in
higher education can provide valuable insights into the economic
impact and potential return on investment of mindfulness
 interventions.

Engage policymakers in promoting mindfulness practices: To

promote the integration of mindfulness practices in higher education,
we recommend engaging policymakers in discussions and initiatives.
Presenting the findings of this study to policymakers can raise
awareness about the importance of student well-being and advocate
for the inclusion of mindfulness practices in educational policies and
guidelines.

Foster interdisciplinary collaborations: Given the potential

interdisciplinary nature of mindfulness research, we encourage
researchers from various fields, such as psychology, education, and
public health, to collaborate on future studies. Interdisciplinary
collaborations can lead to a more comprehensive understanding of
the benefits, mechanisms, and implementation strategies of
mindfulness interventions in senior high school settings.

Foster a culture of mindfulness on senior high school campuses:

Finally, we urge senior high schools and universities to foster a
culture of mindfulness that extends beyond the implementation of
specific programs. This can be achieved through awareness
campaigns, mindfulness-themed events, and the inclusion of
mindfulness principles in campus policies and practices. Creating an
environment that values and supports mindfulness can have a lasting
impact on the well-being and success of senior high school students.

Guide in Research Report Writing

Organize the parts of your research report based on the standard research-report
structure that consists of the following sequential components:

a. Title. This part of your research ‘paper gives information and descriptions of
the things focused on by your research study

b. Abstract. Using only 100 to 150 words, the abstract of a research paper,
presents a summary of the research that makes clear the background,
objectives, significance, methodologies, results, and conclusions of the research
study.

c. Introduction. Given a stress in this section of the paper are the research
problem and its background, objectives, research questions, and hypotheses.

d. Methodology. This part of the research paper explains the procedure in

collecting and analyzing data and also describes the sources of data.

e. Results or Findings. There's no more mentioning of analysis of data or not

yet analyzed data in this section. What it does is to present the research findings
that are expressed through graphics, statistics, or words.
 f. Conclusions. This section explains things that will lead you to significant,
points, insights, or understanding, or conclusions that derive their validity,
credibility or acceptability from the factual evidence gathered during the data-
collection stage. Stated here, too, is the significance of the results; that is,
whether or not these are the right answers to the research questions or the
means of hypotheses acceptance or rejection. Your assessment of the data in
relation to the findings of previous research studies is also given a space in this
section of the research paper.

g. Recommendations. Due to teachers’ instructions or discipline-specific rules,

this section tends to be optional in some cases. Done by some researchers, this
section gives something that will expand or extend one’s understanding of the
conclusions raised earlier, such as suggesting a solution to the problem or
recommending a further research on the subject.

h. References. It is in this part where you display the identities or names of all
writers or owners of ideas that you incorporated in your research paper.

i. Appendices. Included in this section are copies of materials like

questionnaires, graphs, and letters, among others that you used in all stages of
your academic work, and are, then, part and parcel of your research study.

Familiarize yourself with the language of academic writing

Research-report writing is an academic writing and central to this kind of

writing is the expression of ideas, viewpoints, or positions on issues obtained
through learned or trained methods of producing sound evidence to support your
claims or conclusions about something. Geared toward bringing out what are
generally true, valid, and acceptable, the language of research-report writing uses
rich-information vocabulary and adopts an objective, formal, or impersonal tone
or register.

Here are some ways to maintain an objective and an impersonal tone in

academic texts such as your report about your research study:

a. Dominantly use passive voice than active voice sentences.

b. Use the third-person point of view by using words like his or her,
they, or the user, instead of the personalized first-person point of
view like I, We, Me, Our, etc.
c. De-emphasize the subject or personal nature of the academic text by
avoiding the use of emotive words like dissatisfied, uninteresting
or undignified.
d. Use modality (words indicating the degree of the appropriateness,
effectiveness, or applicability of something) to express opinionated
statements that are prone to various degrees or levels of certainty.
For instance, use low modality when you think your opponents have
 strong chances to present their valid reasons against your argument,
or high modality, when you are sure you have sufficient basis to prove
your point.

High modality expressions like could, should, must, definitely,

absolutely, surely, necessarily, and essentially are usually used for
recommending solutions to problems or for specifying reasons for
some actions.

Observe the mechanics of research-report writing which are as follows:

a. Physical Appearance. Use white bond paper having the size of 8 ½ x

11 in. and provide 1 ½ in. left-right margin, plus 1 in. top—bottom
margin. Unless your teacher instructs you to use a particular font style
and size, use the standard Tunes Roman, 12 pts.
b. Quotations. A one-line, double-spaced quotation is in quotation
marks; 4- to 5-line, single-spaced quotations are indented further
from the margin to appear as block quotation.
c. Footnotes. Footnotes appear at the bottom of the page and are
numbered consecutively stating with number one (1) in each chapter.
d. Statistics and Graphs. Use tables, charts, bar graphs, line charts,
pictograms, flowcharts, schematic diagrams, etc. in connection with
the objectives of the study.
e. Final Draft. Subject the final form of the research report to editing,
revising, rewriting, and proofreading.
f. Index. Alphabetize these two types of indices: subject index and
author index.

For further reading please check on the link below for the complete guide in writing
your research report in APA 7 format:

https://apastyle.apa.org/