PRESENTATION AND DISCUSSION OF RESEARCH FINDINGS Presentation AND DISCUSSION CHAPTERS UNILAS 02 APRIL, 2016

PRESENTATION OUTLINE Introduction: Necessary conditions for effective presentation and discussion of research results Issues of style Content of the chapter Organisation of content Use of illustration Structure of the chapter

NECESSARY PRE-CONDITIONS Researchable topic Clear purpose/Aim of the study/Why the study? Arising from genuine concern/motivation Clear statement of the problem Clear main objective/hypothesis with clear specific objectives Clear main research question with appropriate sub research questions

PRE-CONDITIONS CONTINUED Appropriate choice of research methodology: design/methods/instruments to access appropriate data Appropriate choice of population and sample as sources of data Appropriate sampling procedures used to sample respondents/subjects A well planned research proposal is the most effective aid and predictor of good presentations of research results Supervisors have an important role to play in all this process discussed above Hence the need for regular consultations between student and supervisor

ISSUES OF STYLE IN PRESENTATION AND DISCUSSION OF RESEARCH RESULTS Type of research design will have a bearing on style of presentation (Qualitative vs Quantitative) Specific Disciplines may have styles unique to the discipline for supervisors and examiners to note Use of specific referencing systems Use of specialist terminology associated with the discipline Nature of the audience may determine the style of presenting research results Students should be informed of these conventions

ISSUES OF STYLE CONTINUED Use of a clear and concise style – avoiding verbosity which does not add value to the report Use of simple language, short and coherent sentences is recommended. Objectivity is the primary goal, NOT exhortation, assumptions and persuasion Sexist language should be avoided – stereotyping to be avoided (Best J.W &Kahn J.V 2006)

ISSUES OF STYLE CONTINUED Presentation and discussion of findings may be combined in one chapter or come as separate chapters Traditionally, dissertations the Presentation and Discussion of Research results are presented in two separate chapters, Four and Five: Chapter Four: Presentation of Research Findings Chapter Five: Discussion of Research Findings

Content of the Chapter: Presentation of Findings This provides findings of the research: Data and statistical analyses without discussing the implications of the findings Data gathered during the research Data related to the research questions or objectives Related evidence in form of figures, tables or quotations are part of the content

CONTENT OF THE CHAPTER CONT. Tables and figures are useful to supplement textual material – these should always be explained by text. Views, opinions, beliefs obtained from the field in answer to the research questions are presented here. This chapter of the dissertation satisfies the purpose of the research – what information the researcher set out to gather It provides information to help interpretation, discussion and arrive at conclusions

CONTENT SUMMARIZED Results section should include a concise verbal or textual description of the outcome as well as quotes, tables and figures, showing statistical results . . .

Content of Discussion Chapter This chapter involves the interpretation of the findings The researcher here should demonstrate original thinking After presenting the results, the researcher can now determine the implications of the study Have the hypotheses been supported or have the research questions been answered or not? It includes discussion of both theoretical implications and practical applications of the study

Content of Discussion chapter cont. The section includes discussion of the results in relation to the questions as well as to existing knowledge: How does the research results differ from and extend current knowledge in the area? How has your research reinforced what is already known in the area? If the results come up with new knowledge, discuss what is new and how this compares with what is already known

Content of discussion section cont. Even if the results found similarities with existing knowledge and existing work of others, the study still extends knowledge by reinforcing current thinking. Need to explain how this is achieved. It should clearly bring out the value of the research A good discussion section relates: Current findings Existing knowledge reflected in Literature Researcher’s own position and interpretation of the situation It should/may expose further knowledge gaps for further research It should clearly point to conclusions and recommendations

WHAT DISCUSSION SECTION IS NOT A DISCUSSION SECTION IS NOT SIMPLY A SUMMARY OF THE RESULTS OF THE STUDY IT IS NOT A MERE REPEAT OF THE PRESENTATION OF FINDINGS These are common challenges exhibited in students’ dissertations – failure to discuss

Organisation of Content in Presentation and Discussion of results chapters The researcher may base the structure of the dissertation results around categories or themes that have emerged Categories or themes may be presented as sections with relevant sub sections appropriately numbered Thematic sections may relate to research questions/objectives You need to show how your results answer the research questions and implications to categories of the research beneficiaries e.g. teachers, learners, parents

ORGANISATION CONT. Common problem noted under this area is where students present both results and discussion based on Interview Questions which may lead to loss of focus

Use of illustrations in results section Even in Qualitative research reports, it is possible to reinforce text with quantitative tools such as TABLES , FIGURES AND PERCENTAGES. Where Tables are used, they should be: Simple with limited number of items – not too crowded If there is a lot of data to display, it is advisable to use several tables instead of one crowded one Appropriately numbered for easy reference – should not be referred to as Table above or below Columns and rows should be clearly and appropriately labeled Explained in the text if there are any special features to be noted and to aid easy understanding

Use of Illustrations cont. Figures could include, graphs, charts, maps, sketches, diagrams or drawings to reinforce textual material. Where Figures are used, they should be: With clear title to describe data presented Simple enough to convey intended ideas Meet the guide for use of tables Figures follow tables in the text in terms of order Figures should follow text signaling or explaining them ( Figure 1 below illustrates gender bias in …) Figures should be appropriately numbered

USE OF ILLUSTRATIONS CONT. For both Tables and Figures there must be textual explanation in summary of the data in the illustration In Qualitative research, the researcher may use quotations from respondents to demonstrate, inform, or support findings – these should be short and relevant to the research questions. These may be placed within the text if short or at end of the text if long.

Structure of the Presentation and Discussion chapters The guide to follow is: Say what you will do ( Say what the chapter is to present) - Introduction(to the chapter) Do it (Write the body of the chapter – present Results or Discussion) Say what you have done ( Say what the chapter has presented and point to the next chapter) – Summary(what the chapter has presented) This structure helps readers follow and the researcher to check the completeness of the chapter ( Other chapters may use the same structure)

INTRODUCTION/OVERVIEW WHAT THE PREVIOUS CHAPTERED COVERED WHAT THIS CHAPTER PRESENTS AND IN WHAT ORDER MAIN BODY OF THE CHAPTER(RESULTS/DISCUSSION) DATA PRESENTED IN TEXT FORM TEXT MAY BE SUPPORTED BY TABLES AND FIGURES SUMMARY WHAT THIS CHAPTER HAS COVERED WHAT THE NEXT CHAPTER IS ABOUT

CONCLUSION The Findings Section/Chapter is a summary of the outcomes of the study - Results. Discussion Section/Chapter is where the results are interpreted and conclusions are drawn Supervisors to give appropriate guide to students and examiners to interpret written works to be examined appropriately – Hope this helps.

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