BASIC EDUCATION DEPARTMENT

School Year 2020-2021

2nd QUARTER
Subject: Practical Research 1 Module Number: 004
Guidelines in Formulating Conclusions, Recommendations,
Topic: Module Durations: 2 weeks
and References Listing
Learning Competencies:
1. The learners shall draw conclusions from patterns and themes and formulate recommendations based
on conclusions.
2. The learners shall list references.
Learning Objectives:
By the end of the module, the students are expected to:
1. Draw conclusions from patterns and themes;
2. Formulate recommendations based on conclusions;
3. List references
Learning Materials:
 Module
 Laptop/ PC with internet connection (when submitting files)
 Ball point Pen/ Pencil
I. REVIEW OF THE PREVIOUS LESSON
Activity 1: Situational Essay
DIRECTIONS: Below is an example of a visual representation showing the relations of some
constructs, Study the visual representations and answer the guide questions. Write your answers on
your LMS through Microsoft Word. (Note: Deadline shall be until the next meeting or as per advised
by the teacher.)
His Music

His Life His Family

His Work

Interrelationships of his life, music, and work for his family

1. What are the constructs that you observed in the figure?

2. What patterns can you form from these constructs?
3. If you were to draw again the figure, what would your new pattern be?

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 Activity 2: Essay
DIRECTIONS: Answer the following questions concisely. Write your answers on your LMS
through Microsoft Word. (Note: Deadline shall be until the next meeting or as per advised by the
teacher.)
1. What do you think is the purpose of making a conclusion?
2. How does the conclusion affect the recommendation?
II. INTRODUCTION/ PRESENTATION OF THE NEW LESSON
While the prospect of finally concluding your research paper seems exciting (after all the
data collection and analysis you have made), drawing the conclusion is actually one of the mot
difficult parts of research writing. In many ways, the conclusion is the researcher’s “eureka”
moment. Like Archimedes stepping into a bath tub and discovering his “principle,” the researcher
should declare in the conclusions the discovery of new knowledge to the world.
Drawing conclusions from a systematic quantitative study – one with a clear problem, sound
objectives, airtight methodology, and rigorous analyses – should be easy since the results of the
analysis are already conclusions in themselves. In contrast, qualitative research conclusions can be
difficult to derive because of the subjective nature of the project. Drawing conclusions in qualitative
research requires the ability to see the larger picture, reliving the “journey” from searching for the
topic to analyzing your data.
In this module, we provide some guidelines in writing the conclusion of your qualitative
research, which, at the very basic level, is an account of how the research objectives were met and
how the research problems were answered.
On the other hand, referencing your research means directing your readers to the exact
sources of data or information stated in your report, particularly those stated in the review of related
literature. This is easy for you if the moment you collect the data, you begin practicing a systematic,
accurate, and complete recording of the identities of the sources of data. Unmindful of proper
referencing of your research causes the readers to question the genuineness of the contents if your
research paper. There are several styles of referencing your research paper and the most common of
them are the APA, MLA, and the CMS that we have already tackled on our earlier modules.
After going through this module, you are expected to identify the different information
necessary on starting and creating a research paper.

III. MOTIVATION

Ask Yourself…
 How should I create proper conclusions and recommendations?
 Are these relevant in my research paper?
 How should I apply proper referencing to my research paper?
 How should I create and write the references and list them to
my paper?

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 Page 3 of 10

IV. LESSON PROPER/ DISCUSSION

GUIDELINES IN FORMULATING CONCLUSIONS AND
RECOMMENDATIONS
Drawing Conclusions
Concluding qualitative research requires
the researcher to review more carefully the
problem statement, objectives, and results or
findings of your analysis and how they tie-up
together. The goal is to integrate the, to derive a
sound, logical, and intelligent answer or
explanation to the research question. As your
closing statement, it should provide your
research with a strong sense of unity, coherence,
and closure.
There are no hard and fast rules in writing the conclusion to the research project, but every
self-respecting researcher wants a logical conclusion that would make a lasting impact to the
reader, be to your teacher, fellow classmates, and other researchers that may find your study
interesting enough to conduct further research on. Many websites can provide you with strategies
or tips to writing your conclusion. Here are some of our own:
 Write in a manner that is comfortable to you. An
old advice is “to write in white heat and revise in
cold blood,” meaning, to write fast and edit
carefully later. This does not work for some people,
however, who find that editing while writing comes
naturally to them.
 Write to be understood. Do not write to impress or
to sound smart. Avoid using a thesaurus to find big
or highfalutin words to replace the common but
clearer ones. If you must use an uncommon word or
term, make sure you understood all its nuances and
meanings.
 Write from an objective distance. Remember that you are writing a formal academic paper.
Avoid sentimental arguments or those that appeal to the readers’ emotions to believe your
conclusions. Even in writing, there is such a thing as becoming “too involved.”
 Write with a fresh new style. In concluding your qualitative research, you are supposed to
present new knowledge after all. Avoid old, common, or overused phrases such as, “In
conclusion,” “In summary,” or “I therefore conclude.”
 Lastly, write meaningful and logical arguments. Your conclusions need to go beyond a
descriptive synthesis of the data. It is important that conclusions have a conceptual
significance and can imply, indicate, or chart future research directions.

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 Page 4 of 10

Below is an example:

Conclusions
Based on the findings of the study, the following conclusions are drawn:

1. The reading strategy was concluded as the most frequently used approach whereas the least
utilized is the listening strategy.
2. Faculty used common teaching strategies used when grouping according to grade levels.
3. A strategy enhancement program for the three grade levels has been proposed.
Source: Apolonio, J. (2017). Teaching Strategies among Preparatory English Teachers: Basis for Strategy Enhancement Program for
Primary English Teachers. Master’s Thesis. Lyceum of the Philippines University - Batangas

Formulating Recommendations
To broaden the readers’ knowledge and
understanding of the area covered by the research,
recommend or let the readers positively consider some
activities they can possibly do to extend, modify, replicate,
or validate the findings of your research work.

In writing the recommendations, you can refer to the following:

 The number of recommendations usually depends on the number of drawn conclusions.
 You may include in the recommendations other variables that you did not use in your
study for future research.
 Other methods or approaches that you did not employ in your study may also be included
in the recommendations.
Below is an example:


Recommendations

Based on the findings and conclusions presented, the following recommendations are suggested:

 have to attend training, seminars, workshops, and conferences about the domains for
1. Teachers
 language and the English language competencies in the primary level, most especially
English
 in the strategy of listening, in order to develop their teaching skill and in order to get
dealing

best from English language teaching.
 must maximize the use of different forms of instructional materials to develop more
2. Teachers
the English language more the English competencies of the preparatory grade levels.
3. A proposed plan of action may be implemented and evaluated thereafter.
Source: Apolonio, J. (2017). Teaching Strategies among Preparatory English Teachers: Basis for Strategy Enhancement Program for
Primary English Teachers. Master’s Thesis. Lyceum of the Philippines University - Batangas

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 Page 5 of 10

TECHNIQUES IN LISTING REFERENCES

An important part of presenting your
research is to acknowledge the sources you used
to gather the information. Now, you must know
how to list references properly. This section
lists down all the references that you have used
and consulted such as books, journal articles,
magazines, newspapers, bound copies of any
research paper, and online articles. This is to
give the appropriate recognition and
acknowledgment to the works of other people.
If you recall in the previous modules, you have learned the APA, MLA, and CMS systems
of citing literature. Likewise, in listing your references, you might as well follow the APA, MLA,
or CMS formats which list the references alphabetically.
Below is an example of listing the references using the APA format:

Armstrong, S., (2013) The 10 most important teaching strategies Retrieved: December 11,
2016 from http://www.innovatemyschool.com/ideas/the-10-most-powerful-teaching-
strategies
Basilan, M.L.J.C. (2014) Learning Style Preferences and Teaching Strategies in Bauan
Technical High School: Basis for Student Learning Enhancement Program (Lyceum
of the Philippines University – Batangas [LPU-B], 2016)
Berry, J., (2013) Improving Learning Outcomes through the Government School System in
India Retrieved: June 1, 2017 from
https://www.povertyactionlab.org/evaluation/improving-learning-outcomes-through-
government-school-system-india
Bingham, R. (2013) The Four Communication Skills: How are they Related? Retrieved: June
18, 2017 from http://www.amideast.org/blogs/english4success/march-21-2014-
1650/four-communication-skills-how-are-they-related
Cassidy, L., (2007) Effective Teaching Strategies for Elementary School Students Retrieved:
February 12, 2017 from http://online.queens.edu/masters-in-educational-
leadership/resource/strategies-for-teaching-elementary-students
Cohen, A. & Oxford, R. (2008) Styles and Strategies-Based Instruction: A Teachers’ Guide
Retrieved: February 28, 2017 from
https://stylesandstrategiesi.files.wordpress.com/2011/05/cohen-weaver.pdf
Farooq, U., (2013) Different Types of Teaching Strategies Retrieved: February 12, 2017 from
http://www.studylecturenotes.com/curriculum-instructions/different-types-of-
teaching-strategies

Source: Apolonio, J. (2017). Teaching Strategies among Preparatory English Teachers: Basis for Strategy
Enhancement Program for Primary English Teachers. Master’s Thesis. Lyceum of the Philippines
University - Batangas

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 Page 6 of 10

V. SITUATIONAL ESSAY
Activity 1: It’s Your Turn!
DIRECTIONS: Study the following example of a conclusion and answer the questions that
follow. Write your answers on your LMS through Microsoft Word. (Note: Deadline shall be until
the next meeting or as per advised by the teacher.)
Example:
The blind street musician has a very interesting life. He does work out that
singing in the train station, a work that is with pride and worth. His music and
singing gives him social bonding, inspires others, self-belongingness,
transcends power to influence other people. Hence, the blind street musician is
a social person capable of interacting to his family, friends, and the community
giving begging a new meaning.

Guide Questions:
1. What is the research all about?
2. What are the conclusions of the research?
3. What recommendations can you suggest based on the conclusions?

VI. REFLECTION
Activity 1: Reflect Upon

DIRECTIONS: Answer the following question below by giving your reflection and insight about
the statement. Write your answers on your LMS through Microsoft Word. (Note: Deadline shall
be until the next meeting or as per advised by the teacher.)
 What do you think is the importance of listing the references used in a research study?
 What is the role of references in your research paper?

My Reflection

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 Page 7 of 10

VII. ASSESSMENT
Activity 1: Essay
DIRECTIONS: Answer the following questions concisely. Write your answers on your LMS
through Microsoft Word. (Note: Deadline shall be until the next meeting or as per advised by the
teacher.)
1. How do you draw conclusions?
2. How should conclusions be written? Explain in your own words.
3. What is the essential of writing recommendations?
4. What should be included in writing recommendations?

Activity 2: Application
Now, let us apply what you have learned in listing the references. How many references did you
use? Did you use journals, book, magazines, and websites? Regardless of what references you
used, you have to include those in your list. List down all the references you used below. Listing
of references should be done alphabetically. Write the list of your references on your LMS through
Microsoft Word. (Note: Deadline shall be until the next meeting or as per advised by the teacher.)

References

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 Page 8 of 10

Activity 3: It’s Your Turn!

DIRECTIONS: Study the list of references and answer the guide questions on the next page.
Write your answers on your LMS through Microsoft Word. (Note: Deadline shall be until the next
meeting or as per advised by the teacher.)

References

Books

1. Brownell, J. (Revised Edition 2015) Listening Attitudes, Principles, and Skills. Divine
Word College of Calapan Library, Philippines
2. Consulta, A., (2014) Achieving Fluent English. Calapan City Library, Philippines
3. Fernando, Habana, Cinco (Revised Edition, 2015) College English Today. Calapan City
Library, Philippines

Websites

1. Armstrong, S., The 10 most important teaching strategies (2013) Retrieved: December
11, 2016 from http://www.innovatemyschool.com/ideas/the-10-most-powerful-teaching-
strategies
2. Berry, J., Improving Learning Outcomes through the Government School System in
India (2013) Retrieved: June 1, 2017 from
https://www.povertyactionlab.org/evaluation/improving-learning-outcomes-through-
government-school-system-india
3. Competence and Teaching English as an International Language (2015) Retrieved:
December 7, 2016 from http://www.asian-efl-journal.com/sept_05_rn.pdf
4. Inclusive Teaching Strategies (2010) Retrieved: December 11, 2016 from
https://www.cte.cornell.edu/teaching-ideas/building-inclusive-classrooms/inclusive-
teaching-strategies.html
5. Instructional Strategies (2012) Retrieved: December 12, 2016 from
https://education.alberta.ca/media/482311/is.pdf
6. Ocampo, D., K to 12 Curriculum Guide English (Grade One to Grade Three and Grade
Seven to Grade Ten) Retrieved: May 31, 2017 from
https://mlephil.files.wordpress.com/2013/04/english-k-to-12-curriculum-guide-grades-1-
to-3-7-to-10.pdf

Source: Apolonio, J. (2017). Teaching Strategies among Preparatory English Teachers: Basis for Strategy
Enhancement Program for Primary English Teachers. Master’s Thesis. Lyceum of the Philippines
University - Batangas

Guide Questions:
1. What can you say about the sample list of references?
2. What is wrong with the list?
3. What should be the correct way of writing the list of references?

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 Page 9 of 10

VIII. ADDITIONAL ACTIVITIES

Weekly Activity: (Group Work)

Continuation of the Chapter 4, Interpretation, Presentation, and Analysis of Data (Results

and Discussions) and Finalization of Chapter 5, the Conclusions and Recommendations

Continue the fourth chapter by gathering all pertinent data from their interviews and start
creating their paper’s results and discussions. Analyze the data and explain each part by using
supporting details suited for each result. Afterwards, complete them until you have reached the
last Chapter by finalizing all necessary data through the conclusions and recommendations.
Your output will be evaluated according to the structure. The outputs will be rubricated.
However, try to start recording all of the needed references to cite necessary information to your
paper using the APA format.

(Note: Deadline shall be until the next meeting or as per advised by the teacher.)

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 Page 10 of 10

Cited Books/ References:

Apolonio, J. (2016) Practical Research 1 – A Textbook for Senior High School – Grade 11
Avilla, R. A. (2016) DIWA Senior High School Series: Practical Research 1
Baraceros, E.L. (2016) REX Practical Research 1
Marquez-Fong, S.E. & Tigno C. (2019) Vibal Practical Research 1 – K to 12 Revised Edition

Prepared by: Reviewed by:

MR. JOSHUA A. APOLONIO, LPT, PhD (cand.) MRS. CHENEE A. NALUZ, MIT
Subject Teacher Subject Coordinator

Checked by: Recommended by:

MS. JENNY LIZ J. ANYAYAHAN, MIT DR. FEDELIZA A. NAMBATAC

Academic Coordinator Principal, Basic Education

Approved by:

Br. HUBERTUS GURU, SVD

Director, Basic Education

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