Chapter 4 Key Findings and Discussion.
Make statements of the results without any implication, speculation, assessment, evaluation, or interpretation. Sometimes the results and discussion are combined into one chapter, but in general, keep the results, and the conclusions and discussion separate.
Chapter 4 Key Findings and Discussion This chapter presents principal findings from the primary research. The findings can be divided into two groups: qualitative and quantitative results.
CHAPTER 4 RESULTS AND DISCUSSION 4.1 Introduction In this chapter the results of the study are presented and discussed with reference to the aim of the study, which was to determine the influence of using graphic representations of signs in teaching signs to hearing mothers. The two sub-aims - the first to compare the acquisition.
In general, I would suggest writing the words of the results section first, and then going back to insert the numbers and statistical information. Discussion section In your discussion section, relate the results back to your initial hypotheses.
No discussion of literature is to take place in Chapter 4. That is the responsibility of Chapter 5. Use section titles regardless of the method of organizing the findings, e.g. group the data by major themes found in the data itself and or sub-themes.
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CHAPTER 4: FINDINGS AND DISCUSSION Themes that emerged from the ESL students’ focus groups were compared and contrasted to the themes generated from the in-depth individual interviews with the academics. In this chapter the results will be analyzed via thematic content analysis within the context of the literature reviewed in chapter two.
CHAPTER-4 RESULTS AND DISCUSSION 1Introduction In the previous chapter the sample, research design, hypothesis, tools, administration of the tools and statistical analysis were described. The results of the present research will be presented, interpreted and discussed in this chapter.
CHAPTER 4: Results and Conclusions This convergent study is the second part of a larger research program designed to understand physics instructors’ conceptions about the teaching and learning of problem solving. Because the first part of the research program has set forth the foundation in this.
In order to achieve the results of the coherence analysis, the raters employed the Test of Written English Scoring Guide (Bailey, 1998) shown in Table 3.4.1 (Chapter 3) for analyzing the narrative and argumentative essays. The scale was 1-6: 1 being the lowest and 6 the highest (see also Appendices F and G). The coherence.
CHAPTER FOUR Qualitative Research 39 R esearch methods that delve deeply into experiences, social processes, and subcultures are referred to as qualitative research. As a group, qualitative research methods: Recognize that ever y individual is situated in an unfolding life context, that is, a set of circumstances, values, and influences.
Once you have decided how you want to organize the findings, you will start the chapter by reminding your reader of the research questions. You will need to differentiate between is presenting raw data and using data as evidence or examples to support the findings you have identified.
Do not ignore them. Document them and then state in your discussion section why you believe a negative result emerged from your study. Note that negative results, and how you handle them, offer you the opportunity to write a more engaging discussion section, therefore, don't be hesitant to highlight them.
CHAPTER 5. CONCLUSIONS AND RECOMMENDATIONS 47 The findings from this study have been summarized in short text boxes at the end of major sections and Chapter 4 has drawn together core strands from the analysis. Elements of a results focus within UNDP predate introduction of results-based management into UNDP, which.
