Thesis Writing

17
Discussion of Results and Reporting

Module 017 The Formulation of the Summary

of Findings, Conclusion, and Recommendations

Objectives
1. To discuss the ways of formulating the summary of findings,
conclusion, and recommendations
2. To formulate the summary of findings, conclusion, and
recommendations of your research paper
Introduction
The Concluding Part
After the tedious collection of data, collating, presenting, analyzing,
interpreting, and discussion the results, the formulation of the concluding
part of the thesis follows. The concluding part is composed of the summary of
findings, conclusion, and recommendations.
Summary of Findings
This part presents in brief and in very concise terms the following:
(a) Restatement of the main problem and sub-problems;
(b) Reiteration of the type of research, nature size of sample/s, and
locale of the study; and
(c) Enumeration of the major findings which are expressed in a
statement or two as well as the identification whether the null
hypothesis/hypotheses has/have been rejected or not.
Summary of Findings Example 1 (Cristobal, 2003)
The overall purpose of the study was to assess the intrapersonal and
interpersonal competencies of school managers and their relationship to the
school effectiveness in the Division of City Schools in Balanga, Bataan for
school year 2001-2002. The result was used as a basis for an intervention
program. (Note: The enumeration of the specific problems was omitted here
but present in the original manuscript)
In line with the statement of the problem and the research paradigm
of this study, the research hypothesis that there is no significant relationship
among intrapersonal competency, interpersonal competency, and school
effectiveness was pursed.
The study assessed the intrapersonal and interpersonal competencies
of the school managers in the Division of City Schools in Balanga, Bataan,
school year 2001-2002. The school managers that were included in the study

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were the secondary school principals and head teachers of national high
school in the division. Moreover, teacher respondents included the teachers
who are teaching Teknolohiya, Edukasyong Pangkabuhayan at Pantahanan.
All in all, there were nine secondary school principals, 40 head teachers, and
107 secondary teachers in the nine national high schools in the division of
Bataan.
The profile of the school managers was considered such as age,
educational attainment, management experience, management training,
work values, home atmosphere, home management styles, religiosity,
hobbies, human virtues, health condition, and involvement in civic and
cultural organizations.
The intrapersonal competency was measured by the variables as
enumerated by Robbins (1996). According to him, the most powerful
predictors of behavior in an organization are the following specific
personality traits: locus of control; Machiavellianism; self-esteem; self-
monitoring; risk-taking; and personality A.
The interpersonal competency was measured by the five aspects of a
supervisor’s role in order to maintain good relationship with others which
was discussed by Appodaca (1997). These are the roles in management,
learning and training aspect, motivation, developing positive employee
attitudes, and problem-solving techniques.
Finally, the variable school effectiveness was measured by the
teachers’ performance and school performance. Some of the indicators of
school performance like drop-out, completion, survival, and achievement
rates were based on the average rating of the three consecutive school years-
1999-2000, 2000-2001, and 2001-2002-for valid data.
A validated questionnaire-checklist served as the main instrument of
the study; a follow-up interview was also used primarily to clarify vague
answers. Documentary analysis was likewise employed to answer the
specific questions raised.
Descriptive statistics using frequency distribution, percentages,
means, and standard deviations were used. Bivariate correlation was also
used to explain the relationship of the independent variables, i.e.., profile,
intrapersonal, and interpersonal competencies of the school managers to the
dependent variable, i.e.., school effectiveness. The Rotated Factor Pattern was
used to determine the factors affecting the school effectiveness. Analysis and
synthesis were used to present the specific and integrated results generated
from the data.
Based on the results of the statistical analysis data, the findings may
be summarized as follows:
1. Profile of School Managers
Age. Majority of the school managers belong to the 41 to 45-41
to 55 years age bracket which can be summed up to 57%.
Years of working experience as managers. Nineteen or
39.6% of the school managers have been serving for as many
as two to five years in their respective institutions. Only seven
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Discussion of Results and Reporting

or 14.6% have served for one year or less, and five or 10.4%
have served for 21 years or more.
Educational attainment. Twenty-four or 50% have earned
M.A. units and only 13 or 31.3% have graduated with a
master’s degree. Only seven or 14.6% of the respondents have
units in doctoral studies.
Home atmosphere. Majority of the school managers or about
27 or 56.3% have the most pleasing home atmosphere; the
remaining 41.7% have pleasing home atmosphere; and only
2.1% have fair home atmosphere.
Home management style. Forty-three or 89.6% of the school
manager-respondents have a participatory home management
style; the others have an authorization style of management
with only 6.3%.
Hobbies. Majority of the respondents, or about 26 or 54.2%,
have poor hobbies; 41.7% have fair hobbies; and only 2.1%
have very satisfactory and outstanding hobbies.
Health condition. About 28 or 58.3% have a very satisfactory
health condition; 14 or 29.9% have outstanding health
condition; and six or 12.5% have satisfactory health condition.
Present involvement in civic or cultural organizations.
About 21 or 43.8% of the school managers have much
involvement; 15 or 31.3% are sometimes involved; nine or
18.8% are fairly involved; and only 3 or 6.3% are very much
involved.
Work values. All the specific variables of work values are
rated “Very Satisfactory”. The first five work values of the
school managers are independence, achievement, prestige,
ways of life, and associates as shown by their mean scores of
4.04, 4.00, 3.98, and 3.96 respectively. The last five work values
ranked are aesthetics, economic returns, variety, security, and
surroundings with their mean scores of 3.60, 3.65, 3.71, 3.86,
and 3.94 respectively.
Human virtues. Truthfulness, honesty, and integrity are the
three human virtues that are rated “Outstanding” and the
remaining virtues such as humility, obedience, industry,
charity, and thrift are rated “Very Satisfactory”.
Level of religiosity. All specific variables under the level of
religiosity like mastery of prayer, attendance in Sunday mass,
prayer at home, and membership in church organization are
rated “Very Satisfactory”.

2. Level of intrapersonal and interpersonal competencies

Four specific variables of intrapersonal competency, namely
the locus of control, self-esteem, self-monitor, and risk-taker are
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 rated “Very Satisfactory” with mean values ranging from 3.42-
3.90, while the other two variables, Machiavellianism and
personality A are rated “Satisfactory” with mean values of 3.27 and
3.10, respectively.
All variables for interpersonal competency, problem-solving
techniques, learning and training, positive teacher’s attitudes, role
in management and motivating teachers are rated “Very
Satisfactory”.
3. Level of school effectiveness
Teacher’s performance. About 67 or 62.04% of the secondary
teachers are rated “Very Satisfactory,” 32 or 29.63% are
“Satisfactory,” and nine, or 8.33% are rated “Outstanding”.
School performance. The survival rate has a grand mean of
76.96%; drop-out rated has 6.43%; completion rate has
78.99%; and achievement rate has 51.44%.
4. Level of relationships between and among the variables
Locus of control and Machiavellianism are slightly to
substantially related to all specific variables of interpersonal
competency which includes role in management, learning and
training, understanding and motivating teachers, positive
teacher’s attitudes, and problem-solving techniques with
Pearson product-moment correlation coefficient value that
ranges from 0.3648 to 0.5877.
Self-esteem is likewise slightly to substantially related
to all specific variables of interpersonal competency except
positive teacher’s attitudes with coefficient value of 0.1913 In
which self-esteem is negligibly related.
Self-monitor, risk-taker, and personality A are related to
all specific indicators for interpersonal competency with
coefficient values ranging from 0.3784 to 0.7462. The kind of
relationship is from slight to high.
The home management styles, hobbies, involvement to
civic and cultural organizations, self-esteem, self-monitor, and
intrapersonal competency which have correlation coefficient
values ranging from 0.03 to 0.16 are positively but negligibly
related to school effectiveness, while age, educational
attainment, training, home atmosphere, locus of control, risk-
taker, all specific variables of interpersonal competency with
coefficient values ranging from -0.01 to -0.11 are negatively
and lowly related to school effectiveness.
Human virtues and Machiavellianism with correlation
coefficient values of 0.21 and 0.22 respectively are positively
and slightly related to school effectiveness while
administrative experience with coefficient value of -0.33 is
negatively and slightly related to school effectiveness. Only
administrative experience with probability value of 0.0210 is a
significant factor affecting school effectiveness.

5. Factors Affecting School Effectiveness

The Rotated Factor Pattern was used to determine the
factors affecting school effectiveness. With factor values
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greater than or equal to 0.30, the following are considered

factors that affect school effectiveness (by Factor I): all
variables indicating the intrapersonal and interpersonal
competencies and educational attainment with values ranging
from 0.33250 to 0.94109 which was termed as human
relation skills. By Factor II, the following were considered
positive factors affecting school effectiveness with values
ranging from 0.36415 to 0.77659: human virtues, work values,
Machiavellianism. The term used for these factors is
professionalism. Those that are considered negative factors
with values ranging from -0.41137 to -0.61332 are
administrative training, administrative experience, and health
condition. The term used for these factors is management
capability.
6. Intervention Program
The proposed human relation intervention program is
strongly agreed to be implemented having a 3.9 rating.

SUMMARY OF FINDINGS EXAMPLE 2 (The Assumption Journal, 2003)

Thesis Title: Impact of the Eucharistic Celebration on the Youth of Barangay
AMSIC, Philippines
Summary of Findings
1. Profile
1.1. Of the respondent-youth, 48.1% are 11-20 years old;
39.6% are 21 to 30 years of age; and 12.3% are 31-39
years of age
1.2. Of the respondent-youth, 65.1% are female while 34.9%
are male
1.3. Of the respondent-youth, 54.7% finished high school,
17% finished elementary school, and 28.3% attended
but did not finish college.
2. Perception
2.1. The respondent-youth revealed a generally positive
perception about the activities in the Eucharistic
Celebration (EC).
2.2. The respondent-youth revealed a positive perception
towards songs rendered or sung in the EC as implied by
a grand mean score of 3.87.
2.3. For the readings and prayer, Tagalog was preferred by
the respondent-youth followed by English and
Kapampangan. In songs rendered, Latin was not their
choice.

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 2.4. The respondent-youth revealed a generally positive
description of the priest’s conduct and presentation of
homilies. Its grand mean of 3.55 signifies their
considerable appreciation.
3. Attitudes
Generally, the findings show that the youth manifest a positive
attitude toward the EC.
4. Practices of the respondent-youth before, during, and after the EC
CONCLUSION
Essentially, the conclusion contains insights drawn from the findings
per sub-problem. It summarizes the principal features of the study.
The conclusion is simply stated, devoid of any elaborated discussion
of the findings. Each item in the conclusion is a precise statement directly
answering the stated problems. These specific statements serve as the basis
of the formulation of the general conclusion of the study.
In some research studies in certain colleges, if there is a hypothesis
stated, its decision, whether to accept or reject the hypothesis, serves as the
conclusion of the study.
CONCLUSION Example1 (Cristobal, 2003)
Based on the findings of the study, the following conclusions were
drawn:
Intrapersonal and interpersonal competencies are highly related to
each other. The home management styles, hobbies, involvement to civic and
cultural organizations, self-esteem, self-monitor, and intrapersonal
competency are positively but negligibly related to school effectiveness,
while age, educational attainment, training, home atmosphere, locus of
control, risk-taker, all specific variables of interpersonal competency are
negatively and lowly related to school effectiveness.
Human virtues and Machiavellianism are positively and slightly
related to school effectiveness, while administrative experience is negatively
and slightly related school effectiveness. The factors of school effectiveness
are human relation skills, professionalism, and management capability. The
proposed human relation intervention program is strongly agreed to be
implemented.
CONCLUSION Example 2 (de la Cruz, 2002)
On the basis of the findings, the following conclusions are made:
1. Factors such as age, civil status, and educational attainment relate
significantly to the performance in the managerial functions of the
respondents.
2. A significant link can be traced between the used of management by
culture and the performance of the four managerial functions.
3. Perception of the respondents about their distinct Kapampangan traits
relates significantly to the performance in the four managerial functions.
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Discussion of Results and Reporting

RECOMMENDATIONS
Based on the findings and conclusion of the study, recommendations
are identified essentially for future research to serve as practical suggestions
among similar fields. They are envisioned to further improve the pertinent
variables of the investigation undertaken.
Recommendations are expressed in clear and concise terms. They are
relevant to the research problems and are feasible for implementation. The
general recommendations may also be stated giving suggested measures to
concerned agencies, institutions, or to the government that may lead
towards the betterment of society in general.
The researcher’s final recommendation is addressed to other
researchers who may want to pursue similar studies. Moreover, suggested
topics of interest or variables are given.
RECOMMENDATIONS Example 1 (Cristobal, 2003)
Based upon the conclusions, the following recommendations are
proposed:
1. The questionnaires can serve as satisfactory self-evaluation measure for
human relation development of school managers.
2. The findings of the study may be used in the review and revision of the
continuing education programs for principal and head teachers especially
in human skills.
3. The validated Human Relation Intervention Program should be tried out
to all school managers in public and private institutions and SUCs.
4. The intervention program should undergo the process of “quality
assurance” whereby the ten (10) modules must receive a rating of “5”
(excellent) to ensure its applicability to the school managers.
5. This study may be replicated by considering a bigger group of
respondents in private institutions and in SUCs.
6. A further research related to the study may be undertaken in other
divisions or regions so as to determine further if it has beneficial results
to the institution and thus to spread its positive effects on students.
7. A similar study may be conducted in other regions integrating other
possible indicators of school effectiveness such as class size, student-book
ratio, teacher-student ratio, adequacy of school facilities, curriculum, etc.
8. The study may also enable one to try-out the human relation intervention
program in the Division of City Schools in Balanga, Bataan to prove its
effectiveness and applicability. Then, if the program is found to be
effective, it may be further tried out in the other divisions.

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 RECOMMENDATIONS Example 2(de la Cruz, 2002)
In line with the findings of the study, the conclusions reached, and
their various implications, the following recommendations are hereby made:
1. School managers should be people-oriented and culture-focused to
motivate them to reach the peak of their performance. In this light,
management by culture may be fully utilized.
2. A similar study may be conducted in other places in order to discover
whether these findings cut across regional/ethnic groups.
3. Since the present study focused on few variables such as sex, age, civil
status, educational attainment, managerial years, and years in Pampanga,
other variables may be explored to improve the efficacy of the study.

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