Writing Chapter 5

FINDINGS, CONCLUSION,
AND RECOMMENDATION
Chapter 5
YOUR VOICE
 Title: (a)
Conclusions and
Recommendations
 or (b)
Conclusions,
Implications, and
Recommendations.
C. SUMMARY,
DISCUSSION,
CONCLUSION, AND
IMPLICATIONS
05/03/2011
Chapter 5
 Chapter 5 can be organized into four
discussion sections, depending on the
research design: (a) the research study
questions and the hypotheses, (b) the
conclusions, (c) the implications of the
findings, and (d) the future
recommendations. Reflecting on each
analysis and result concluded in chapter
4.
 A strong take home message is
needed.
05/03/2011
 Begin with a brief Overview of why and how
the study was done, reviewing the questions or
issues being addressed, and a brief summary of
the findings.
 The Interpretation of Findings
 includes conclusions that address all of the
research questions,
 contains references to outcomes in chapter 4,
 covers all the data,
 is bounded by the evidence collected, and
 relates the findings to a larger body of
literature on the topic, including the
conceptual/theoretical framework.

05/03/2011
Introductory Paragraph
 Begin with a paragraph that summarizes:
(a) research problem, (b) purpose of research,
(c) research methods, (d) limitations of the
study (bring the limitations presented in
Chapter 1 to Chapter 5), and (e) the
organization of Chapter 5.
 APA note: This introductory paragraph does
not require a separate heading

05/03/2011
The Interpretation of Findings

√ includes conclusions that address all of

the research questions,
√ contains references to outcomes in
chapter 4, covers all the data,
√ is bounded by the evidence collected,
and
√ relates the findings to a larger body of
literature on the topic, including the
conceptual/theoretical framework
√ Confirming and Contradicting data are
thoroughly discussed.

05/03/2011
Interpretation of Data
 Interpretations and discussions highlight
the importance, significance, and
meaning of the inquiry to various
constituents such as managers, leaders,
employers, employees, researchers,
professional organizations, communities,
government agencies, business leaders,
communities, and others.
 The broader social significance of the
research should be addressed.

05/03/2011
Quantitative Studies
 Data analyses: logically and sequentially
address all research questions or
hypotheses, and where appropriate,
outcomes of hypothesis-testing
procedures are clearly reported (e.g.,
findings support or fail to support....)
and, do not contain any evident statistical
errors. Predictions made to a population.
 If a clear picture did not emerge,. Could
the results indicate that the item was
possibly poorly phrased or conceived?
Did the limitations of the study impact
the findings?

05/03/2011
Quantitative Studies
 Tables and Figures
 are as self-descriptive as possible,
informative, and conform to
standard dissertation format,
 are directly related to and referred
to within the narrative text included
in the chapter, have immediately
adjacent comments, are properly
identified (titled or captioned), and
copyright permission is shown, if
not in the public domain.

05/03/2011
Quantitative Studies
 The comments on findings address
observed consistencies and
inconsistencies and discuss
possible alternate interpretations.
 Outcomes are logically and
systematically summarized and
interpreted in relation to their
importance to the research
questions and hypotheses.

05/03/2011
Chapter 5 - Recommendations for Action

 Should flow logically from the conclusions and

contain steps to useful action that “could “ be
taken.
 State who needs to pay attention to the results,
and indicate how the results might be
disseminated.
 Ground each recommendation to the study’s
central problem, data collected, and specific
findings.
 Recommendations for Further Study point to
topics that need closer examination and may
generate a new round of questions.
 Recommendations can and should be made for
practitioners/managers or executives, and for
policy makers.
 Organization is the KEY!
05/03/2011
Chapter 5 - Qualitative
 Include a reflection on the researcher's
experience with the research process in which
the researcher discusses possible personal
biases or preconceived ideas, values and
experiences; the possible effects of the
researcher on the participants or the situation,
and her or his changes in thinking as a result of
the study.
 Where were the “surprises?” What does this
tell you about the assumptions, limitations,
conceptual or theoretical framework?
 If you were surprised about finding X explain
why. E.g. regulation NMO would indicate a
contrary finding, therefore….

05/03/2011
 Chapter V
Goal
1. To analyse of results in the context of
the literature discussed in Chapter 2.

2. To state implications for further research,

practice, and or social change.
 Qualitative

Qualitative Designs
In qualitative studies, Chapter 5 follows
the same major theme section titles as in
chapter four.
For example:
A sub-section, in a qualitative design, under findings
and interpretations might be:

Findings and Interpretations

Theme One: males indicate a higher level
of preference for any leadership style that fits the
situation.
Starting with the most significant theme(s) not
found in previous studies, discuss their
importance.
Compare each theme to findings in the
literature for similarities and differences of
application.
Meanings of any gaps or similarities in
literature is critically analyzed and discussed for
every theme?
What do the findings mean to leaders, and why
should society care about the findings?
A summary of the major findings concludes the
findings and interpretations section with a
transitional paragraph introducing the
recommendations section.
 Interpretation of Findings
1. Includes conclusions that address all of the
research questions.
2. Contains references to outcomes in Chapter 4.
3. Covers all the data.
4. Is bounded by the evidence collected.
5. Relates the findings to a larger body of literature on the
topic, including the conceptual or theoretical
framework.
 Recommendations
1. Action
a. Should flow logically from the conclusions and contain
steps to useful action.
b. State who needs to pay attention to the results.
c. Indicate how the results might be disseminated.
2. Further Study
a. Point to topics that need closer examination and may
generate a new round of questions.
 3. Implications for social change

The Implications for Social Change are clearly

grounded in the significance section of
Chapter 1 and outcomes presented in
Chapter 4.
The implications are expressed in terms of tangible
improvements to individuals, communities, organizations,
institutions, cultures, or societies.
 Qualitative Studies
Include a reflection on the researcher's experience with the
research process in which one discusses the following:
 possible personal biases or preconceived ideas and
values
 the possible effects of the researcher on the
participants or the situation
 Your change in thinking as a result of the study.
Quantitative
According to Creswell (2004), the intent of
chapter five is to present the findings,
implications, recommendations for
implementation and actions, and to suggest
studies for future research based on the result
of the study.
 Possible Outline
Introduction
Purpose of the
Study Methodology
Population and Sample
Instrument
Summary of Results (Findings)
Discussion of Results
(Findings)
Research Question 1
Sub-Titles
Research Question 2, etc.
Conclusion
Implications for Practice
Implications for Further Research
Quantitative Designs
The Chapter is Captioned:
SUMMARY, DISCUSSION, CONCLUSION,
AND IMPLICATIONS

Organize the hypothesis by the level of

importance in the study (Sproull, 2004).
For every hypothesis, there is a sub-section title
explaining the results; does it or does it not support
the hypothesis.

Describe the results of testing in a concise and clear

manner by stating if results supports or fails to
support each hypothesis (Sproull, 2004).
Recommendations
Recommendations should follow the same logical
flow as the findings and interpretations; presenting
each around the major theme or results of testing
in the same order (Creswell, 2004).

Recommendations are suggestions for actions, how

leaders can apply the results of the study, for whom,
when, and where.
Recommendations state who needs to pay attention to
the research results, and how the results might be
disseminated (Simon, 2006).

Relate each recommendation back to the problem.

Include a narrative of topics that need closer
examination to generate a new round of questions.
Be sure to make specific recommendations for
leaders in the field and policy makers.
Suggestions for Further Research

Suggest areas that the results of the study

imply would be useful for future research by
other researchers (Creswell, 2004).

Consider the study expansion or implementation

with different populations.

Suggest possible different designs. Do not forget to

mention any researcher surprises in the results.
Qualitative and
Quantitative
(Mixed)
A common error in student papers:
Present an analysis in Chapter 5 that has nothing to do with
the presentation in Chapter 4 .
Solution: In Chapter 5, use the same sub-section titles
presented in Chapter 4 to ensure that the flow of chapter
five matches chapter four in the findings and interpretations
section.
 Introduction
Introduce the chapter with:
1. the purpose statement as the connecting link
among chapters; it should appear in the
introduction of each chapter (Creswell, 2004).
2. a brief overview of why and how the study was
done.
3. a review of the questions or issues being addressed.
4. a brief summary of the results or findings.
 Summary and Conclusion

Create a strong concluding statement that will

enable the reader to see the message clearly.
Reminders
Preamble:
• You do not need to give a title to this this section,
such as 'Preamble' or 'Introduction‘

• Like stipulated in all the earlier chapters (except

for Chapter 1), begin with a preamble stating briefly
the objectives of the study, the problem statement,
the research questions (or hypothesis), the sample
and data collection techniques.

• This is followed by telling the reader the:

• purpose of the chapter,
• the main sections of the chapter
Summary:
• The objective of this section is to refresh the
reader's understanding of the 'findings' or
'results'.
• Highlight the main or major findings that you had
stated in Chapter 4. There is no need to explain in
detail the findings or results and avoid the
temptation to copy and paste from Chapter 4.
• Keep it simple and do not include too much
research jargon so that someone who is not be in
the field can understand.
Summary:
• In the case of quantitative research, use simple non-
statistical language to summarise.
• Remember to write in the past tense. For example, "Job
satisfaction as expressed by staff did not vary according
to leadership styles of the senior manager".

• For quantitative research, to ensure flow, it is suggested

that you use the research questions or hypotheses as a
guide.
• For qualitative research you could use the research
questions, themes or categories.
• Synthesise the findings and show how they converge to
answer the research questions.
Discussion
• The 'Summary' of the findings you had
stated earlier is not sufficient as you have
to go beyond the findings and
share "your" beliefs and explanation
on what you got and did not get.
• The key word is 'discussion'.
• This is the part where you 'sell' your
research.
Discussion
• You use the present tense because you are making statements
that are derived from the study.

• Take a few steps back and try to see the big picture focusing on
the significant findings. Decide on which of the findings or
results that you want to highlight. Be careful not to sell yourself
short!
• State the possible reasons, causes and factors for the findings or
results stated in the 'Summary' section. For example, a
significant finding from your study was that 'More women
leaders exhibited a democratic leadership style compared to men
leaders in the banking sector'. What do you think produced such
a finding?
Discussion
• Even you did not get the results you were expecting, you should
explain why - For example, the experiment to test the
effectiveness of a particular intervention did not show significant
differences - you should explain why the method did not produce
the results you were expecting.

• Also, in cases where your findings differ from those of others, it is

useful to indicate possible reasons for such variation. If you
findings or results are controversial, you should explain why you
think you got such results. This is where you compare your
findings against previous findings whether they be different or
similar - did the findings agree with previous or it did not. When
discussing the findings keep in mind the limitations of your study
and how they may affect the findings.
Recommendation:
This section should be:
• First, it must be logical, specific, attainable and relevant.

• Second, it should be addressed to persons,

organizations, or agencies directly concerned with the
issues or to those who can immediately implement the
recommended solutions.

• Third, present another topic which is very relevant to

the present study that can be further investigated by
future researchers. But never recommend anything that
is not part of your study or not being mentioned in your
findings.
Recommendation:
Recommendations for Future Research - Ask yourself:

 What area of interest would you have liked to explore but Which
was outside the scope of your study?

 What other perspectives could be explored to illuminate aspects

of the subjects which were only merely uncovered?

 What follow-up studies would you like to conduct given your

results/findings?

 How could your study be extended?

Recommendation:
Recommendations for Future Practice
How can the professionals in your field be
impacted by the findings of this study?

What recommendations can you make to

professionals, policymakers, stakeholders,
government leaders etc?
 References
American Psychological Association. (2001). Publication manual of the
American Psychological Association. Washington, D. C.: American
Psychological Association.

Milford, T. T. (2003). Intention to pursue post-secondary education and related

factors, among Jamaican senior high-school students. Unpublished doctoral
dissertation, Andrews University, Berrien Springs, MI.

Bailey, H. (2007). Emotional-social intelligence of students at a

Jamaican university and its relationship to their academic
achievement. Unpublished doctoral dissertation, Northern
Caribbean University, Mandeville, Jamaica.
Simon, M. (2006). Dissertation and Scholarly Research: Recipes for
Success. Dubuque, IA: Kendall Hunt Pub Co.

Sproull, N. D. (2004). Handbook of research methods: A guide for

practitioners and Students in the social sciences (3rd Ed.). New
Jersey: The Scarecrow Press.

Yin, R.K. (1993). Applications of Case Study Research: Applied Social

Research Methods Series (2nd. Ed.). Thousand Oaks: Sage.
Go Forth and

Research !
05/03/2011