Q4_W7&8_M4_Practical Research 1

​Practical Research 1

Quarter 4: Week 7 & 8Module 4:

Conclusions and Recommendations

Target

Lesson 1 – Draws conclusions from patterns and themes (CS_RS11IVg-j-1)

Lesson 2–Formulates recommendations based on conclusions

(CS_RS11IVg-j-2 )

Lesson 3 - Lists references (CS_RS11IVg-j-3)

Target

Lesson 1 – Draws conclusions from patterns and themes (CS_RS11IVg-j-1)

Lesson 2–Formulates recommendations based on conclusions

(CS_RS11IVg-j-2 )

Lesson 3 - Lists references (CS_RS11IVg-j-3)

After this discussion, you are expected to have the ability to…

1. describe the purposes and characteristics of the conclusion of the study;

2. determine the guidelines for writing the conclusion; and,

3. write your own research conclusion

4. discuss how patterns and themes are explained in connection to research problem;

5. explain the created patterns and themes from the given data; and

6. formulate recommendations based on the conclusion of the study;

7. determine the guidelines for writing recommendations; and,

8. write your own recommendations

9. Enumerate the purpose of references/citations

10.evaluate the accuracy of citations or references to the reading materials

PRE-TEST

Direction: Read the following questions carefully. Choose the letter

of the best answer. Write your answer in a separate sheet of paper.

Multiple Choice

What is a conclusion in research?

• It is the beginning of a new study.

• It presents the methods used in interpreting data.

• It presents the researcher’s recommendations to improve the study.

• It serves to answer the research questions at the Statement of the

  Problem.

Multiple Choice

Which of the following is a characteristic of a research conclusion?

• It is used for collecting data.

• It gives other researchers ideas for new studies.

• It gives the generalization of the findings of the study.

• It is a long essay that retells the progress of the researcher.

Multiple Choice

Which of the following statement is NOT a proper guideline in writing the

research conclusion?

• It must be as long as possible.

• It must not present new ideas for research projects.

• It must reveal the results of the qualitative data analysis.

• It must provide an answer to every research question or problem

  presented.

Multiple Choice

This is done by categorizing pieces of data according to similar characteristics.

• Counting

• Clustering

• Comparing and Contrasting

• Noting patterns and themes

Multiple Choice

Which of the following should NOT be included in the conclusion?

• Answer to the research problem

• Findings of the qualitative data analysis

• Summary of the discoveries or the study

• Personal opinions and recommendations

Multiple Choice

These are specific suggestions for making use of the findings of the study.

• conclusions

• recommendations

• significance of the study

• statement of the problem

Multiple Choice

Which of the following could be included in writing a recommendation?

• respondents’ profile

• results of the data collection

• conclusions and findings of the study

• suggestions for intervention, innovations, or inventions

Multiple Choice

This guideline means that the recommendations must be written as concisely as

possible.

• brief

• clear

• logical

• precise

Multiple Choice

This guideline means that the recommendations must be based on actual

findings of the study.

• brief

• clear

• logical

• precise

Multiple Choice

In what form should the recommendations be written?

• table form

• matrix form

• paragraph form

• bulleted list form

Multiple Choice

What best describes the rightness or wrongness of plagiarism?

• Always wrong because it is theft and fraud

• Plagiarism is not a right or wrong kind of thing

• In some situations, it is OK

• There is nothing wrong with it

Multiple Choice

If you forget to cite a source in your paper, that is still plagiarism.

• True

• False

• Excused

• Acceptable

Multiple Choice

Which of the following requires proper citation?

• When I include my own ideas that are unique to the paper I am writing.

• When I refer to my own papers that I have previously written.

• When I composed my own idea using my experiences

• None of the above

Multiple Choice

Which of the following is NOT a true purpose for citation?

• Citation recognizes the authors you are referencing.

• Citation is used to distribute money for royalties.

• Citation allows your readers to confirm that you aren’t just “making stuff

  up.”

• Citation gives authority, validity and credibility to other people’s claims,

  conclusions and arguments.

Multiple Choice

For a class assignment that students are to complete individually, Chi

and Juan decide to collaborate. Chi compiles research notes while Juan

identifies the main findings, and both write their own original research

papers. What is this?

• Unethical collaboration

• Plagiarism

• Both unethical collaboration and plagiarism

• Acceptable collaboration

Jumpstart

"Let us talk about concepts, principles and processes. There is a question after the discussion."

Characteristics of Conclusions

Prieto, Naval, & Carey (2016, 166-167) lists four characteristics of a research conclusion:

1. The conclusion presents the interpretation and generalization of the study based on its findings. Once you have finished interpreting the data through data analysis, you must summarize it all in a statement that contains the results of your study.

2. It appropriately answers the research questions and problems raised at the beginning of the investigation.

Characteristics of Conclusions

3. It must point out what was factually learned from the study. It must

reveal the things you discovered from the research.

4. It must be formulated concisely. It must be brief and short, but it must convey all necessary information from the investigation.

Pointers in Writing Conclusions

1. Explain your point in simple and clear sentences

2. Use expressions that center on the topic rather than on yourself, the researcher.

3. Include only necessary items; exclude any piece of information or

picture not closely related to your report.

Pointers in Writing Conclusions

4. Have your conclusion contain only validly supported findings instead of falsified results.

5. Practice utmost honesty and objectivity in stating the results of your critical evaluation of outcomes that you expect to support your

conclusions.

Discover

What are Patterns & Themes from Data?

A theme is generated when similar issues and ideas expressed by

participants within qualitative data are brought together by the researcher into a single category or cluster. - This ‘theme’ may be labeled by a word or expression taken directly from the data or by one created by the researcher because it seems to best characterize the essence of what is being said.

Techniques to Identify Themes in Qualitative Data

1. Word Repetitions - We begin with word-based techniques. Word

repetitions, key- indigenous terms, and key-words-in-contexts (KWIC) all draw on a simple observation—if you want to understand what people are talking about, look at the words they use. Word repetitions can be analyzed formally and informally. In the informal mode, investigators simply read the text and note words or synonyms that people use a lot. A more formal analysis of word frequencies can be done by generating a list of all the unique words in a text and counting the number of times each occurs.

Techniques to Identify Themes in Qualitative Data

2. Indigenous categories - Another way to find themes is to look for local terms that may sound unfamiliar or are used in unfamiliar ways. Patton (1990:306, 393-400) refers to these as "indigenous categories" and contrasts them with "analyst- constructed typologies." Grounded theorist refers to the process of identifying local terms as in vivo coding (Strauss 1987:28-32, Strauss and Corbin

1990:61-74).

Techniques to Identify Themes in Qualitative Data

3. Key-words-in-context (KWIC) - Are closely associated with indigenous categories. KWIC is based on a simple observation: if you want to understand a concept, then look at how it is used. In this technique, researchers identify key words and then systematically search the corpus of text to find all instances of the word or phrase. Each time they find a word, they make a copy of it and its immediate context. Themes get identified by physically sorting the examples into

piles of similar meaning.

Techniques to Identify Themes in Qualitative Data

4. Compare and Contrast - The compare and contrast approach is based on the idea that themes represent the ways in which texts are either similar or different from each other. Glazer and Strauss (1967:101_116) refer to this as the "constant comparison method.”

Techniques to Identify Themes in Qualitative Data

5. Social Science Queries - Besides identifying indigenous themes— themes that characterize the experience of informants— researchers are interested in understanding how textual data illuminate questions of importance to social science. Spradley (1979:199–201) suggested searching interviews for evidence of social conflict, cultural contradictions, informal methods of social control, things

that people do in managing impersonal social relationships, methods by which people acquire and maintain achieved and ascribed status, and information about how people solve problems.

Strategies on How to Infer Data

Thematic Analysis

Thematic Analysis Braun and Clarke (2006) define thematic analysis as: “A method for identifying, analyzing and reporting patterns within data.” Thematic analysis is a widely used method of analysis in qualitative research. In 2006 Braun and Clarke published an article that described to novice researchers how to use thematic analysis in a step-by-step manner. Braun and Clarke (2006) state that thematic analysis is a foundational method of analysis that needed to be defined and described to solidify its place in qualitative research.

The 6 Steps of Thematic Analysis:

1. Familiarization with the data: This phase involves reading and re-reading the data, to become immersed and intimately familiar with its content.

2. Coding: This phase involves generating succinct labels (codes!) that

identify important features of the data that might be relevant to answering the research question. It involves coding the entire dataset, and after that, collating all the codes and all relevant data extracts, together for later stages of analysis.

The 6 Steps of Thematic Analysis:

3. Searching for themes: This phase involves examining the codes and

collated data to identify significant broader patterns of meaning (potential themes). It then involves collating data relevant to each candidate theme, so that you can work with the data and review the viability of each candidate theme.

4.Reviewing themes: This phase involves checking the candidate themes against the dataset, to determine that they tell a convincing story of the data, and one that answers the research question. In this phase, themes are typically refined, which sometimes involves them being split, combined, or discarded.

The 6 Steps of Thematic Analysis:

5. Defining and naming themes: This phase involves developing a detailed analysis of each theme, working out the scope and focus of each theme, determining the ‘story’ of each. It also involves deciding on an informative name for each theme. 6.Writing up: This final phase involves weaving together the analytic narrative and data extracts, and contextualizing the analysis in relation to existing

literature.

Qualitative Data Analysis (QDA)

Qualitative Data Analysis (QDA) is the range of processes and procedures whereby we move from the qualitative data that have been collected into some form of explanation, understanding or interpretation of the people and situations we are investigating.

Techniques in Collecting Qualitative Data

1. Observation - Observational data refer to the raw materials an observer collects from observations, interviews, and materials, such as reports, that others have created. - Data may be recorded in several ways: written notes, sketches, tape recordings, photographs, and videotapes.

2. Interviewing – Hold interview as it collects data from various people from different places, cultures and etc. ▪Documents – Try finding information from written documents and other types of data available.

Example:

Interviewer: Do we request school facilities to DepEd?

Principal:Yes, of course Interviewer: How do we request school facilities to DepEd?

Principal:The Annual Improvement Plan should present our requirement for facilities in our school, from there, we will go to our Superintendent, and we will write all the needs for our school if DepEd can provide, or to MOOE (Maintenance and Other Operating Expenses)

Interviewer: How do they approve it? Do you need to show some outlines, plans or pictures for the project?

Principal: It is a must to show the annual improvement plan. If it is approved, next is to do the request letter, once it is approved, DepEd will send monitoring on the necessity, once it is confirm and they have available funds, they will provide the budget.

Interviewer: Do the PTA Officers or Students have some contribution? If so, what are they?

Principal: Definitely, they have, we have the authorized PTA fee, from that fund we can have other needs to be addressed, also from authorized voluntary fee for our other needs

Explore

Open Ended

Activity 1. Showcasing Learned Concepts

Directions:Expound or explain with great detail the following expressions:

1. Conclusion as interpretative thinking

2. Conclusion as valid and true

3. Best evidence

4. Conclusion in relation to the review of related literature

5. Conclusion in relation to themes and patterns.

Open Ended

Activity 2. Answer me Baby!

Direction: Answer each question intelligently.

1. Give the connection between conclusion and themes/patterns?

Open Ended

Activity 2. Answer me Baby!

Direction: Answer each question intelligently.

2. Why should be conclusion the final part of your paper?

Open Ended

Activity 2. Answer me Baby!

Direction: Answer each question intelligently.

3. How can drawing conclusions improve your logical thinking?

Open Ended

Activity 2. Answer me Baby!

Direction: Answer each question intelligently.

4. What is falsified evidence?

Open Ended

Activity 2. Answer me Baby!

Direction: Answer each question intelligently.

5. In what way do your conclusions appear unbelievable?

​Deepen

Direction. Collect answers from 10 relatives or friends. You can do interview or use your messenger to gather data. This is the question you will ask to the interviewee.

“Why do people buy and watch illegally downloaded or pirated copies of movies or TV shows?”

Open Ended

Activity 1

Directions: What were the patterns and themes of the responses you collected for

the question? Write down the patterns and themes you observed from the

responses in your notebook.

Open Ended

Activity 2

Directions: Conclude by answering the research problem. What were the main

reasons for buying and watching illegally downloaded or pirated copies of movies or

TV shows? Write your answer in your notebook.

Lesson 2: Formulating Recommendations Based on Conclusions

​Guidelines in Writing the Recommendations

Prieto, Naval, and Carey (2016, 170-171) offer the following guidelines in writing the recommendations:

1. It must be brief – Be specific about your recommendations and write only what is necessary. You do not have to include every step of your suggestions. One or two paragraphs of specific recommendations would be enough.

2. It must be clear – While you do not have to include every step to

implement your suggestion, be clear about what your suggestions are. If you want people to initiate a program, be clear that you are recommending a program to be initiated. If you are recommending an invention, identify what specific invention are you suggesting.

3. It must be precise – Use the actual findings of your study as reasons for your recommendations. What part of the findings revealed that a program must be created? Which findings support the idea that the invention of a device is necessary?

4. It must be written by the beneficiaries’ order of priority – List your

beneficiaries and your recommendations to them in order from those who would benefit the most, to those who would benefit the least. Normally, recommendations for future researchers are written at the last part after the recommendations for other beneficiaries are given. Also, consider writing recommendations for different levels of society that are involved in your topics, such as lawmakers, organizations, and individual professionals.

5. It must be logical – the recommendations must be reasonably based on

the conclusions, and not from researcher conjecture. This enables the beneficiaries to use the study as concrete proof and reason to implement the said recommendation.

6. It must contain no new conclusions, discoveries, assumptions, or

revelations – No further conclusions or assumptions from the author must be

placed in the recommendations. While the researcher may suggest related topics for future researchers to investigate, his assumptions about these topics must not be included in the recommendations.

​Discover

As you write these recommendations, you will have to look at what you have gotten out of your paper while also thinking about any possible ideas you might have for later research studies. This can help with producing a strong paper that will inspire people to think differently about whatever it is you have written and could especially inspire new research to come about over time.

​1. What Can Be Done?

When writing your recommendations, you can talk about the steps that should be followed in future studies. These include steps that are needed to implement particular policies or actions that you want to follow. Any resources that would be required in the process should be explained as well. You must be specific when talking about what you might be interested in doing in the future with regards to making any potential studies stand out and work to your favor.

2. Explain The Benefits

You can always mention the benefits of further studies in your field. Talk about how future studies could be used to correct problems with the current research you have completed. You can also explain a need to fill in certain gaps that you might not be able to get covered right now for any reason. You can always use a timeline to help readers understand when potential developments could come about over time.

3. How Feasible Is a Study?

Next, you should talk about how feasible certain points in your study might be. This includes understanding whether certain ideas should be explored in further detail later on. This works well if you are trying to talk about certain points that might be worthwhile. You could even talk about potential new developments in your field and whether your study is relevant to them or if additional developments have to be incorporated into your work.

4. What Additional Research Is Needed?

There are often times when added research would be required to make it easier for a study to go forward. Your research plans could include an analysis ofthe methods of study that could work in the f uture and what points about a topic could be reviewed in such studies.
The recommendations that are incorporated into your paper can certainly be important to your work. Be certain when writing your paper that you have clear recommendations that are easy to follow and can be utilized right and are not overly complicated or tough to use in some way.

​Explore

Direction: Go back to Activity 2 on Lesson 1 where you concluded on the research problem given below.

“Why do people buy and watch illegally downloaded or pirated copies of movies or TV shows?”

Open Ended

Activity 1

Open Ended

Activity 2

Open Ended

Deepen

Directions: Reflect on the questions and write your thoughts about them in your

notebook. Put your answers in the boxes provided below.

1. What similarities and differences can you find between the Significance of

the Study and the Recommendations of the research paper?

Open Ended

2. Why is it necessary to include a recommendation for future researchers in

this section?

Lesson 3: Listing References

Jumpstart

Referencing Styles

There are many different styles of referencing, including Harvard, APA (from the American Psychological Association), Chicago and Vancouver. The Harvard referencing system is of the most popular styles and the remainder of this article deals with this system. However, your university may prefer the use of a different

system so check with your lecturer or in your course information as to which referencing style to use.

Jumpstart

Referencing Styles

There are many different styles of referencing, including Harvard, APA (from the American Psychological Association), Chicago and Vancouver. The Harvard referencing system is of the most popular styles and the remainder of this article deals with this system. However, your university may prefer the use of a different

system so check with your lecturer or in your course information as to which referencing style to use.

What is Plagiarism?

• Presenting another's ideas as if they are your own – either directly or

indirectly

• Copying or pasting text and images without saying where they came from

• Not showing when a quote is a quote

• Summarising information without showing the original source

• Changing a few words in a section of text without acknowledging the original author

Referencing your Research

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 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 of your research paper. There are several styles of referencing your research, namely, Harvadian, Vancouver, Turibian, APA, and MLA (Silverman, 2013).

Referencing your Research

Many prefer using two styles. The following are the important things you have to know about these commonly used referencing styles.

Referencing your Research

The difference between APA and MLA is that APA stands for the American Psychology Association where rules for writing concerning journals, article publications, research papers, authors and books within the purview of natural science are created. MLA stands for Modern Language Association that is used in the field of humanities for scientific and literary research work.

Referencing your Research

The main idea behind the APA style is to provide a comprehensive style of writing with proper headlines and works cited list as references so that it becomes easy for the reader to read and realize.

Discover

​STEPS FOR CITING

To write a proper citation we recommend following these steps, which will help you maintain accuracy and clarity in acknowledging sources.

​Step 1: Choose Your Citation Style

Find out the name of the citation style you must use from your instructor, the directions for an assignment, or what you know your audience or publisher expects. Then search for your style at the Purdue Online Writing Lab (OWL) or use Google or Bing to find your style’s stylebook/handbook and then purchase it or ask for it at a library.

​Step 2: Create In-Text Citations

Find and read your style’s rules about in-text citations, which are usually very thorough. Luckily, there are usually examples provided that make it a lot easier to learn the rules.

​Step 2: Create In-Text Citations

EXAMPLE: Style Guides Are Usually Very Thorough

For instance, your style guide may have different rules for when you are citing:

• Quotations rather than summaries rather than paraphrases

• Long, as opposed to short, quotations.

• Sources with one or multiple authors.

• Books, journal articles, interviews and email, or electronic sources..

​Step 3: Determine the Kind of Source

After creating your in-text citation, now begin creating the full bibliographic citation that will appear on the References or Bibliography page by deciding what kind of source you have to cite (book, film, journal article, webpage, etc.).

​Step 3: Determine the Kind of Source

EXAMPLE: Using a Style Guide to Create an In-Text Citation

Imagine that you’re using APA style and have the APA style guide rules for in-text citations open in OWL. In your psychogeography paper, you want to quote the authors of the book The Experience of Nature, Rachel Kaplan and Stephen Kaplan, which was published in 1989. What you want to quote is from page 38 of the book.

​Here’s what you want to quote:

“The way space is organized provides information about what one might want to do in that space. A relatively brief glance at a scene communicates whether there is room to roam, whether one’s path is clear or blocked.”

1. Skim the headings in the style guide to remind yourself of what its rules

concern. Since it has rules about the length of quotations, you count the number of words in what you want to quote and find that your quote has 38, which is within the range for short quotations (less than 40), according to the APA style guide.According to the rule for short quotations, you see that you’re supposed to introduce the quote by attributing the quote to the author (last name only) and adding the publication date in parentheses. You write:

2. Then you notice that the example in the style guide includes the page number on which you found the quotation. It appears at the end of the quote (in parentheses and outside the quote marks but before the period ending the quotation). So you add that:

According to the Kaplans (1989), “The way space is organized provides

information about what one might want to do in that space. A relatively brief glance at a scene communicates whether there is room to roam, whether one’s path is clear or blocked” (p.38).

3. You’re feeling pretty good, but then you realize that you have overlooked the rule about having multiple authors. You have two and their last names are both Kaplan. So you change your sentence to:

According to Kaplan and Kaplan (1989), “The way space is organized provides information about what one might want to do in that space. A relatively brief glance at a scene communicates whether there is room to roam, whether one’s path is clear or blocked” (p.38).

So you have your first in-text citation for your final product:

According to Kaplan and Kaplan (1989), “The way space is organized provides information about what one might want to do in that space. A relatively brief glance at a scene communicates whether there is room to roam, whether one’s path is clear or blocked” (p.38).

Step 4: Study Your Style’s Rules for Bibliographic Citations

Next, you’ll need a full bibliographic citation for the same source. This citation will appear on the References page or Bibliography page or Works Cited page. (APA style, which we’re using here, requires a page called References.) Bibliographic citations usually contain more publication facts than you used for your in-text citation, and the formatting for all of them is very specific.

EXAMPLE: Bibliographic Citation Rules Are Very Specific

• Rules vary for sources, depending, for instance, on whether they are books, journal articles, or online sources.

• Sometimes lines of the citation must be indented.

• Authors’ names usually appear last name first.

• Authors’ first names may be initials instead.

EXAMPLE: Bibliographic Citation Rules Are Very Specific

• Names of sources may or may not have to be in full.

• Names of some kinds of sources may have to be italicized.

• Names of some sources may have to be in quotes.

• Dates of publication appear in different places, depending on the style.

• Some styles require Digital Object Identifiers (DOIs ) in the citations for online sources.

Step 5: Identify Citation Elements

Figure out which bibliographic citation rules apply to the source you’ve just created an in-text citation for. Then apply them to create your first bibliographic citation.

EXAMPLE: Using a Style Guide to Create a Bibliographic Citation

Imagine that you’re using APA style and have the APA style guide rules for bibliographic citations open in OWL. Your citation will be for the book called The Experience of Nature, written by Rachel Kaplan and Stephen Kaplan and published in 1989.

Step 5: Identify Citation Elements

1. You start by trying to apply OWL’s basic rules of APA style, which tell you your citation will start with the last name of your author followed by his or her first initial, and that the second line of the citation will be indented. So you write:Kaplan, R. and Kaplan, S. and remind yourself to indent the second line when you get there.

2. Since you have two authors, you look for a rule regarding that situation, which requires a comma between the authors and an ampersand between the names. So you write:Kaplan, R., & Kaplan, S.

Step 5: Identify Citation Elements

3. Because you know your source is a book, you look for style guide rules and examples about books. For instance, the rules for APA style say that the publication date goes in parentheses, followed by a period after the last author’s name. And that the title of the book is italicized. You apply the rules and examples and write the publication information you know about your source:Kaplan, R., &

Kaplan, S. (1989). The Experience of Nature..

Step 5: Identify Citation Elements

4. Next, you look at the rules and examples of book citations and notice that they show the city where the book was published and the publisher. So you find that information about your source (in a book, usually on the title page or its back) and write: Kaplan, R., & Kaplan, S. (1989). The Experience of Nature. Cambridge: Cambridge University Press.

5. Congratulations, especially about remembering to indent that line! You have created the first bibliographic citation for your final product.

Step 5: Identify Citation Elements

Step 6: Repeat the steps for creating an in-text citation and a bibliographic citation for each of your sources.

Create your bibliographic citation by arranging publication information to match the example you chose in Step 4. Pay particular attention to what is and is not capitalized and to what punctuation and spaces separate each part that the example illustrates.

Open Ended

Explore

Activity 1. Deciphering Citations (Breaking Down the Parts of Citation)

Directions: From the broken parts of citation, identify the specific part from the

words provided in the box.

Open Ended

Explore

Activity 1. Deciphering Citations (Breaking Down the Parts of Citation)

Directions: From the broken parts of citation, identify the specific part from the

words provided in the box.

​Deepen

Activity 2. Directions: Answer each question intelligently and concisely

Open Ended

1. What is common knowledge in relation to referencing your research?

Open Ended

2. What comes to your mind about research papers and academic books with no

bibliography or reference list?

Open Ended

3. How do you prove your appreciation for the authors’ expertise and honesty in

relation to your research study?

​Gauge

Directions: Read the following questions carefully. Choose the

letter of the best answer and write in a separate sheet of paper.

Multiple Choice

What is a conclusion in research?

• It is the beginning of a new study.

• It presents the methods used in interpreting data.

• It presents the researcher’s recommendations to improve the study.

• It serves to answer the research questions at the Statement of the

  Problem.

Multiple Choice

Which of the following is a characteristic of a research conclusion?

• It is used for collecting data.

• It gives other researchers ideas for new studies.

• It gives the generalization of the findings of the study.

• It is a long essay that retells the progress of the researcher.

Multiple Choice

Which of the following statement is NOT a proper guideline in writing the

research conclusion?

• It must be as long as possible.

• It must not present new ideas for research projects.

• It must reveal the results of the qualitative data analysis.

• It must provide an answer to every research question or problem

  presented.

Multiple Choice

This is done by categorizing pieces of data according to similar

characteristics.

• Counting

• Clustering

• Comparing and Contrasting

• Noting patterns and themes

Multiple Choice

Which of the following should NOT be included in the conclusion?

• Answer to the research problem

• Findings of the qualitative data analysis

• Summary of the discoveries or the study

• Personal opinions and recommendations

Multiple Choice

These are specific suggestions for making use of the findings of the study.

• conclusions

• recommendations

• significance of the study

• statement of the problem

Multiple Choice

Which of the following could be included in writing a recommendation?

• respondents’ profile

• results of the data collection

• conclusions and findings of the study

• suggestions for intervention, innovations, or inventions

Multiple Choice

This guideline means that the recommendations must be written as concisely

as possible.

• brief

• clear

• logical

• precise

Multiple Choice

This guideline means that the recommendations must be based on actual

findings of the study.

• brief

• clear

• logical

• precise

Multiple Choice

In what form should the recommendations be written?

• table form

• matrix form

• paragraph form

• bulleted list form

Multiple Choice

Which of the following are realistic consequences of plagiarism?

• Ruined reputation

• Being suspended or expelled from school

• Being sued or having to face jail time

• All of the above

Multiple Choice

To paraphrase properly, you need to:

• Change a few words in the text and cite it to make it your own.

• Put quotation marks around the text and cite it.

• Use only the idea from the text without citing it.

• Summarize the text in your own words and cite it.

Multiple Choice

Even though no one may be harmed by it, plagiarism is still unethical.

• True

• False

• Maybe

• No comment

Multiple Choice

If you forget to cite a source in your paper, that is still plagiarism.

• True

• False

• Maybe

• No comment

Multiple Choice

Say you found two papers about the same research: Paper A is the original

finding; Paper B is an analysis that references Paper A. You use a section of

the analysis from Paper B. Which paper do you cite?

• Paper A

• Paper B

• Both

• Neither of the two