Writing &

Conclusions are usually general statements made based on the findings of the study.

The conclusions are numbered based on the statement of the problem.

Conclusions should appropriately answer the specific questions raised at the beginning of the investigation.

IMPORTANT CONSIDERATIONS IN WRITING CONCLUSIONS

BE PRECISE Sum up the complete paper and give a brief description of all the findings and results.

AN AID TO READER’S MEMORY Conclusions for a research paper should be catchy and strong enough so that it will grab the attention of the readers.

RELATE YOUR CONCLUSIONS TO THE SUBJECT Your conclusion should never stand alone but it should have a direct relation with the subject of the research paper.

GIVE PROOF READ TO YOUR CONCLUSION

PROBLEM SOLVING SKILLS IN MATHEMATICS AMONG GRADE FIVE PUPILS by Iris A. Mano and Arnold E. Velasco, Ph.D.

STATEMENT OF THE PROBLEM This study aimed to determine the achievement in problem solving in Math among Grade Five pupils in the District of Mangatarem II during School Year 2010-2011?

Specifically, it sought answers to the following questions: 1. How may the Grade Five pupils be described in terms of level of achievement in problem solving?

2. How may the Grade Five pupils be described in terms of their problem solving skills in: a. whole numbers; and b. rational numbers i. fractions ii. decimals iii. ratio and proportion?

3. How may the Grade Five teachers be described in terms of their strategies used in teaching problem solving?

RESULTS AND DISCUSSION Table 1. Level of Achievement of Grade V pupils in terms of their Problem Solving Skills.

LEVEL OF ACHIEVEMENT FREQUENCY PERCENTAGE Above Average (63-80) 35 13.31 Average (38-62) 187 71.10 Below Average (0-37) 41 15.59 TOTAL 263 100 Table 1 reveals that 35 or 13.31% of the respondents are above average achievers; 187 or 71.10% are average achievers and 41or 15.59% are below average achievers. It can be seen from the data that most of the pupils are generally average when it comes to problem solving on whole numbers, decimals, fractions and ratio and proportion. This result conforms with…….

Table 2. Description of Grade V pupils’ strengths and weaknesses in terms of Learning Areas in Mathematics

LEARNING AREAS NO. OF ITEMS STRONG JUST WELL WEAK TOTAL Freq. % Whole Numbers 36 254 96.57 4 1.52 5 1.90 263 100 Decimals 18 93 35.36 22 8.36 148 56.27 Fractions 78 29.65 25 9.50 190 72.24 Ratio and Proportion 77 29.27 39 14.83 147 55.89 Table 2 reveals that in whole numbers; 254 or 96.57% of the pupils are strong while five or 1.9% are weak. This means that almost all of the respondents are….

Table 3. Strategies Used by Grade V Teachers in Teaching Mathematics

STRATEGIES USED IN MATH FREQUENCY PERCENTAGE RANK Cooperative 30 97 1 Expository 28 90 2 Inductive 27 87 3 Deductive 26 84 4 Laboratory/Investigative 25 81 5.5 Inquiry Discovery 24 77 7.5 Reflective Metacognitive 23 74 9.5 Demonstration In terms of the strategies used by Math teachers in teaching Mathematics; Cooperative method is ranked first followed by Expository Method and rank third is Inductive Method….

CONCLUSIONS Most of the Grade V pupils of the District of Mangatarem II are average achievers in problem solving.

The pupils are strong only in whole numbers, but weak in decimals, fractions and ratio and proportion. They are found good in problem solving skills in identifying the unknowns and identifying the given.

The most common strategies used by the teachers in teaching Grade V Math are Cooperative, Expository and Inductive Method while the least commonly used strategies are Metacognitive and Demonstration.

The researcher enumerates the recommendations or suggestions offered by the study.

They are appeals to people or entities concerned to solve or help solve the problems.

REMEMBER The researcher bases his recommendations on the findings and conclusions drawn from the study.

CONTINUITY AND CONSISTENCY

GUIDELINES IN WRITING RECOMMENDATIONS

It should aim to solve problems in the study.

It ensures a continuous benefit being accorded to the universe involved.

It should recommend a further study or research in wider applications.

Marisa Gonzales-Valoria, MAT English TEACHING OF READING IN THE SELECTED SECONDARY SCHOOLS OF THE FIRST DISTRICT OF ILOCOS SUR by Marisa Gonzales-Valoria, MAT English

STATEMENT OF THE PROBLEM This study assessed the teaching of reading in the selected secondary schools of the First District of Ilocos Sur for the School Year 2005-2006.

Specifically, it sought answers to the following questions: 1. What is the profile of the English teachers in terms of the following teacher-related factors…..

2. What is the profile of the student-respondents in terms of the following student-related factors….. 3. What is the status of the teaching of reading in the selected secondary schools of the First District of Ilocos Sur as perceived by the respondents considering the following aspects in the teaching of reading…

4. Is there any significant relationship between status of the teaching of reading and each of the variables… 5. What is the level of the reading comprehension skills of the student-respondents along…

6. Is there a significant relationship between the reading comprehension level of the students and each of the variables? a. teacher-related factors b. student-related factors? 7. Is there a significant relationship between the status of the teaching of reading and the students’ reading comprehension level?

RESULTS AND DISCUSSION The following are salient findings of the study.

6. A. Relationship Between Reading Comprehension Level of Student and the Teacher-Related Factors The time spent in teaching reading is the only teacher-related factor that is significantly related to the reading comprehension level of the students. This is shown by the overall mean of .699….

6. B. Relationship Between the Reading Comprehension Level of Students and the Student-Related Factors Not one among the student-related factors namely: sex, family monthly income, study habits and attitude towards reading has a significant relationship with the students’ reading comprehension level.

CONCLUSIONS 6. The reading comprehension level of the students was significantly influenced by the time spent in teaching reading.

RECOMMENDATIONS English teachers should encourage their students to read during their free time to develop the students’ love for reading.

REFERENCES Methods of Research: Thesis Writing and Applied Statistics by Francisco Zulueta and Nester Edilberto B. Costales, Jr. 2003. Essentials of Research Methodology by Amante D. A., Atienza L.P., and Mendoza C.N. 2008. Theses and Dissertations: Guideline and Standards published by College of Education, UP Diliman, Quezon City. 1998.

REFERENCES Research Writing Guide. St. Paul University. 2012. Research and Public Management. Bautista V.A. UP Open University, UP Diliman, Quezon City 1998. Business Research: Concepts and Applications by Edralin D.M., De La Salle University Press, Inc. 2000.

When you feel like quitting: THINK ABOUT WHY YOU STARTED….