Chapter 5

Summary, Conclusion, and Recommendations by: C.L. Castillo R.N.,R.E.B.
Chapter 5

Chapter 5
Summary, Conclusion and Recommendations
This chapter is considered as the most interesting and also important part of the research paper where the whole research study is
summarized, and appropriate generalizations in the form of conclusion are presented and the solutions to the problems are offered in the form of
recommendation.
1

It is commonly titled Summary and Discussion. An older style uses the title Conclusions and Recommendations. The title presently used
seems more accurate, however, since many studies include neither conclusion nor recommendations.
2

In Chapter 5, the researcher presents the interpretation of the results given in Chapter 4. Also the researcher draw conclusion from the
analysis of those results and then make recommendation based on the analysis. In short it is where the researcher tells the reader what the result
mean and what actions should be taken in the result of the findings.
3
CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings
Conclusions
Recommendations
BIBLIOGRAPHY
Functions of Bibliography
APPENDIX
CURRICULUM VITAE

SUMMARY, CONCLUSION, AND RECOMMENDATIONS
SUMMARY
The Summary is an overview of the study, also includes brief and concise statement of the general objective or main purpose as well as
the specific problems of the study, the significance of the study, the methods of research used including the respondents involved in the study; as
well as the research instruments and sampling design techniques utilized in the whole process of research. It also includes textual and numerical
summary of important data and significant results or findings of the study especially upon which the conclusion is based.
4

Summary is a reconstruction of the major point or points of development of a text, beginning with the main ideas, followed by the points
or details that support on that idea.
QUALITIES OF A SUMMARY
A good summary should be comprehensive, concise, coherent, and independent. (CCCI)
TWO TECHNIQUES FOR WRITING SUMMARIES
Summarizing Shorter Texts (ten pages or fewer)
1. Write a one-sentence summary of each paragraph.
2. Formulate a single sentence that summarizes the whole text.
3. Write a paragraph (or more): begin with the overall summary sentence and follow it with the paragraph summary sentences.
4. Rearrange and rewrite the paragraph to make it clear and concise, to eliminate repetition and relatively minor points, and to provide
transitions. The final version should be a complete, unified, and coherent whole
Summarizing Longer Texts (eleven pages or more)
1. Outline the text. Break it down into its major sections--groups of paragraphs focused on common topics--and list the main supporting
points for each section.
Summary, Conclusion, and Recommendations by: C.L. Castillo R.N.,R.E.B. Chapter 5

2. Write a one or two sentence summary of each section.
3. Formulate a single sentence to summarize the whole text, looking at the author's thesis or topic sentences as a guide.
4. Write a paragraph (or more): begin with the overall summary sentence and follow it with the section summary sentences.
5. Rewrite and rearrange your paragraph(s) as needed to make your writing clear and concise, to eliminate relatively minor or repetitious
points, and to provide transitions. Make sure your summary includes all the major supporting points of each idea. The final version should
be a unified, complete, and coherent whole.
Characteristic of Summary
Summary of findings should be a short statement such as the main purpose of the study, the population or respondents, period of the
study, method of research used, research instrument and sampling design
Findings should be written in textual generalization, that is, a summary of the important data consisting of text and numbers.
Important findings should be included in the summary.
No new information or data should be included in the summary of findings.
Findings should be stated concisely, not explained or elaborated anymore.
In summarizing the results, KEEP IN MIND, the importance of inter-chapter consistency. For most dissertations, the statement of the
problem in Chapter 1, the explanation of the methodology in Chapter 2, the presentation of the results in Chapter 4 and the summary results
in Chapter 5 should be organized in a consistent manner. The general-to-specific pattern works well in summarizing the results.
Increase the clarity to the summary section by using appropriate transitional cues using sequencing words, such as first, also, next,
finally. Also number the general findings or use bullet to highlight the findings.
5
EXAMPLE OF SUMMARY
Thesis title: Development of a Source Material in Food Dehydration Craft Technology for the Secondary Schools By: Engr. Mary
Rose Florence S. Cobar, Doctor of Philosophy in Education
6

Summary
This research study used the available resources on hand to be able to incorporate the technology aspect with the education
milieu and as it progressed, data gathered and collated, it was possible to infuse food dehydration in the restructured basic education
curriculum for the secondary level first through the teachers of the Makabayan subject. It is through diffusion theory that the basis of
integrating food dehydration in the Makabayan learning area has been conceptualized. Therefore, the researchs premise centers on
the conditions of the likelihood that an innovative idea may be adopted in a given culture or system such as the Philippines
secondary school education system And as mentioned, the viability of fabricating a food dehydrator for small scale livelihood can also
be taught in the secondary level as an adjunct to the food dehydration subject. This aspect of the research study compliments the
central objective of secondary education, that is, to provide young people with opportunities to acquire skills, aptitude, values,
knowledge and experience needed to continue their education and be active and productive citizens.
In the secondary analysis of data from the experimental results of the previous prototype unit, simultaneous multiple
regressions were used to compare the values that were calculated based on the output measured. In the statistical analysis,
discrepancies in the percentage moisture removed were discovered and can be attributed to the conditions and materials of
construction of the dehydrator unit, the very factors that influence the outcome of the experiments that were performed.
The research study made use of a simulation program to predict moisture removal from a hypothetical feed of food data from
three fruit pieces, namely pineapple, banana and mango based on the weight and temperature within the drying chamber.

A manual outline that can be of use to elementary and secondary school teachers to facilitate the learning paradigm espouse by
this research study.
A brief about a systems approach starting a farm or family entity in the food dehydration business and operation.
In the design aspect, a simulated dehydrator design with recommended materials of construction to be used that can adopted
and possibly taught in the secondary level of education subjects Teknolohiya, Edukasyon at Pantahanan to contribute to the basic
skills that students can acquire through knowledge and understanding the theories and concepts to be learned.
CONCLUSIONS
These are the conclusion drawn from the findings, it includes general statements, inferences, generalization/s and implications based in
the findings or results of the study. It is usually derived from the hypotheses or assumptions of the study. The conclusion should be guided against
biases and partialities, incorrect generalizations, deductions and misleading impressions. Concluding statement should be expressed in objective,
concise, clear and straightforward manner.
7

Characteristic of Conclusion
Conclusion should be concise, brief and short yet express all the necessary information resulting from the study as required by the
specific questions.
The question raised at the investigation should be properly answered by the conclusion.
Conclusion should indicate what were learned from the inquiry. On the other hand, it should not be drawn from the implied or indirect
effects of the findings.
Conclusion should not be the duplications of any statements anywhere in the thesis. It can be summarized but it is necessary to be
worded differently and express the same information as the statements review.
The use of qualifiers including as probably, perhaps, may be, and the like should be avoided as much as possible so that reader may not
feel that the researcher has some doubts about their validity and reliability. It should be written as they are 100% true and correct.
Conclusion should refer only to the population, area or subject of the study.
Conclusion should be based upon the findings. There must be no conclusions not based upon the findings. It should be logical and valid
outgrowths of the findings.
These are brief, generalized statements in answer to the general and each of the specific sub-problems. These contain generalized in
relation to the population. These are general inferences applicable to a wider and similar population. Flexibility is considered in making of
conclusions. It is not a must to state conclusions on a one-to-one correspondence with the problems and the findings as all variables can be
subsume in one paragraph. Conclusions may be used as generalizations from a micro to a macro-level or vice versa.
How to Write the Conclusion:
The first is to talk about whether or not the research project that you undertook achieved its aims.
Next, continue to relate the results of your dissertation project to the real world by talking about any recommendations that you can
make based on what you have learned
Also, make any observations that you can at this point about the research process itself.
Finally, the conclusion of a dissertation should close your thesis paper by summarizing everything.
TIPS:
Bring out the significance of your research paper.
Make the significance brought out in the conclusion congruent with the argument of your paper.

Bring closure to the entire paper, not only by summarizing the arguments, but also by bringing out the significance of the paper.
Make the conclusion sell a worthwhile paper to interested readers.
Use key terms, concepts and phrases from the introduction and body of the paperbut dont just repeat them.
Make the tone of the conclusion match the tone of the rest of the paper.
Write the conclusion at a level of specificity/generality that matches the introduction.
Dont introduce any new information into the conclusion.
Put your best writing skills into the conclusion, especially if you are writing a thesis or dissertation.
*When writing a 20-page paper, limit the conclusion to one full paragraph. You might take two or three paragraphs to narrow down to
the finish line, but you should pack the final punch into only one paragraph.
Conclusion should dovetail with the findings of the study. If there are four summarized results in the findings, there are also four
conclusions.
8
This section gives an opportunity to discussion the meaning of the result beyond what they mean statistically.
EXAMPLE OF CONCLUSION
By: Engr. Mary Rose Florence S. Cobar, Doctor of Philosophy in Education
Thesis title: Development of a Source Material in Food Dehydration Craft Technology for the Secondary Schools
9
Conclusion
Among the teachers knowledge bases (Shulman,1987), pedagogical content knowledge is uniquely their province, their own
special form professional understanding and how to impart the learning specifics to their students as adjudge by this researcher will
be of primary importance in the diffusion of a new learning concept to its end recipient, the secondary school students . In this
research study, the adaptation of the food dehydration process is expected to provide secondary school teachers a degree of
ownership in filling up a certain need to expand the students acquisition of knowledge that can be applied and practiced.
Although instructional innovations, such as new methods and new materials do reach individual classrooms via the initiative of
individual teachers, they are not usually implemented in a coordinated way because many are not actively supported by school
managers. It is in this belief that for the Makabayan learning area to be a vehicle of change not only to the students but to the
teachers as well, this study concludes that successful management of changes to the instructional environment of schooling requires
the re-positioning of teachers as innovators. Therefore, central to the production, implementation and evaluation of new
instructional methods is the change in the teachers view of teaching and learning. In the case of the Makabayan subject, the
teachers became mere implementers of the top-down policy in education. This explains the confusion that happened in the
Makabayan learning area.
After the results were analyzed based on the calculated and simulated values from the previous experimental output, this
research makes the following conclusions:
a) In the calculated values from the experiments previously performed, there were factors that were not taken into
consideration. For instance, when the temperature was lowered, there was still a perceived amount of moisture removed that does
not correlate with the simulated percentage removed where it follows the increase and decrease in temperature during the
dehydration process.
b) By calculation, the residual moisture left from the test specimen can be attributed to the variance of temperature and
heated air velocity within the drying chamber.
The economic aspect or the estimated cost of the modified design of the proposed dehydrator was included in the appendices
but the materials of construction will be included in the recommendations. As an innovation, food dehydration craft technology has
to be approached from an instrumentalist (adopter-based) perspective, the adopted being the secondary school teachers.
Therefore, a manual outline is included to serve as guide in the possible infusion of food dehydration technology into the

Makabayan subject. The manual contains experiments that can be adopted and performed with ease by the target recipients of this
research study.
RECOMMENDATIONS
These should be based on the conclusions, the Recommendations are usually statements that offer solutions to the issues or problems
presented and discussed in the study. No statement should make as part of the recommendations which have not been included or discussed in
the research study.
All recommendations enumerated in the study should be practical, specific, feasible, attainable, logical, truthful and valid.
Recommendation for further study on similar topic but done in other places and involving other respondents may be suggested to verify or amplify
the results of finding of the completed study. This final portion completes the whole process of the research work.
10

Characteristics of Recommendations
Recommendation should seek to solve or help to solve problems discovered in the investigation.
It should be attainable, practical and feasible.
It should be valid and rational.
It should be addressed to person, entities or agencies, or offices who or which are ready to implement them.
It can be also a recommendation for the continuance of a system or recommendation for improvement.
It can have recommendation for further research on the same topic but different places to verify the findings of the study.
There should NO recommendation for the problem or the things not yet discovered or discussed.
Recommendations are based on the conclusions. This is arranged as they appear in the findings and conclusions. In addition,
recommendations must include further research of the study. If there are four research questions in Chapter 1 and answered these four questions
in Chapter 4, summarized the four findings and conclusions in Chapter 5, there are five recommendations because the FIFTH RECOMMENDATION is
for further research.
11

EXAMPLE OF RECOMMENDATION
By: Engr. Mary Rose Florence S. Cobar, Doctor of Philosophy in Education
Thesis title: Development of a Source Material in Food Dehydration Craft Technology for the Secondary Schools
12

Recommendations
After a thorough analysis of data, the following recommendations are hereby made:
1. This research study suggests that education managers study diffusion theory for three reasons. First, education managers and
instruction technologists do not know why most instructional innovations are or not adopted. Some blame teachers and a
resistance to change while the others blamed bureaucracies and lack of funding. In the Philippine context, its more a case of lack in
funding and political interference, but by and large, schools are commonly viewed as resistant to change. By studying diffusion
theory, education managers may be able to explain, predict and account for factors that influence or impede adoption and diffusion
of innovations in teaching methods. Therefore, understanding the best way to present innovations for possible adoption of a
method is through communication channels. Third, education managers may be able to develop a systematic model for innovative
methods in teaching not only the basic courses but in the Makabayan learning area which is one of the study area of this body of
research, in simple terms: INNOVATIVENESS = RESOURFULNESS + ADAPTABILITY
2. Given that food dehydration in some aspects is a technological innovation, it is useful to apply the tenets of diffusion theory to
understand food dehydrations diffusion in the social system. Diffusion theory provides a framework that helps food dehydrati on
adopted, to be explained, predicted and accounted to by factors that increase or impede the diffusion of innovation. Diffusion
theory helps the teachers in the education community identify qualities,ie. relative advantage, compatibility, triability and

observability to potential adopters. The diffusion framework also provides a closer look at the communication channels used to
spread the word about food dehydration, time span and the characteristics of the adopters.
3. To provide a compelling argument as to the reasons behind the actions of individuals as adopters of an innovation, this study
recommends for further research in the actuations of the adopters through the use of the actor-network theory (ANT) perspective.
Diffusion theory approach is more of the cause and effect of innovation while actor-network theory traces the maneuvers,
compromises, twists and turns of a negotiation as it is translated during the process of adoption. The scope of an actor-network
theory (ANT) analysis is to yield a broader understanding relative to the professional development of the teachers concerned or
attributed to in this study. In context, diffusion theory posits an innovation (food dehydration) ought to be adopted to be able to be
diffused through a system (secondary education), while an actor-network theory approach will be primarily concerned with tracing
the complex and contingent factors involved in the overall innovation process and the contributory influence to the education
sector.
4. For the source material, an inclusion of setting up a small home-based enterprise of the family size unit and its system operation and
management information. This entrepreneurial segment runs parallel to what the Department of Education and the government
would or have implemented starting school year 2006-2007 in key pilot areas, that is, business management for students in the
secondary school level to prepare them after graduation and beyond. In the food dehydration craft technology segment, the
teachers apply the study of science and technology to that of business management and economics that can be diffused to the
students by their teachers as a learning paradigm to prepare them options after secondary school.
In the food dehydration craft technology area of this research study, the recommendations to the new design conceived are the
following:
a) a built-in thermometer, hygrometer and psychrometer should be installed to monitor the conditions inside the dehydrator;
b) an additional circuit system designed to control the voltage input to the heating element for a stable hot air supply;
c) the material of construction to be used should be made of stainless steel so as not to oxidize the food being dried because the
prototype unit made use of Aluminum which is not recommended for use in food like fruits having a high acid content;
d) the blower fans to be used should be regulated as low, medium and high for better regulation of the relative humidity inside the
drying chamber;
e) if the prototype dehydrator has been built, experimentations should be done on a variety of foods to test its efficacy to del iver
the desired output.
From the design simulation, the following materials of construction are needed:
Table 16. Table of Specifications

System Design
A system involving a small scale food dehydration enterprise requires minimal capital investment and technical and
management skills. But changes due to market trends and to keep the business viable, managerial and technical skills are extremely

important in any field where income generation is of primary importance, management knowledge is a must and that includes the
teachers for whom this research study is attributed.
In systems management, emphasis must be in integrating entrepreneurial technology, finance and marketing strategies instead
of transfer of technique only and the most ignored factor, gut feel of the economic factors to be considered.
Generally speaking, summary of the findings, conclusions and recommendations MUST BE consistent with each other.
BIBLIOGRAPHY
Bibliography is third to the last part of a research paper, thesis or dissertation. This is the listing of the source materials used in the study
which researcher has read or quoted brief statements and acknowledged. The surname of authors are arranged in alphabetical other. This page
followed the recommendations and is placed at the middle heading of a page and in all capital letters.
13

FUNCTIONS OF BIBLIOGRAPHY
Bibliography functions and these are:
1. To give reader the scope of the research paper.
2. To determine if a particular work has been used.
3. To provide the reader foundation for further research.
4. To allow the readers to find out easily the full bibliography information for materials referred to in parenthetical notes.
Citation / Formats
14

For a book:
Author (last name first). Title of the book. City: Publisher, Date of publication.
EXAMPLE:
Dahl, Roald. The BFG. New York: Farrar, Straus and Giroux, 1982.
For an encyclopedia:
Encyclopedia Title, Edition Date. Volume Number, "Article Title," page numbers.
EXAMPLE:
The Encyclopedia Britannica, 1997. Volume 7, "Gorillas," pp. 50-51.
For a magazine:
Author (last name first), "Article Title." Name of magazine. Volume number, (Date): page numbers.
EXAMPLE:
Jordan, Jennifer, "Filming at the Top of the World." Museum of Science Magazine. Volume 47, No. 1, (Winter 1998): p. 11.
For a newspaper:
Author (last name first), "Article Title." Name of newspaper, city, state of publication. (date): edition if available, section, page number(s).
EXAMPLE:
Powers, Ann, "New Tune for the Material Girl." The New York Times, New York, NY. (3/1/98): Atlantic Region, Section 2, p. 34.
For a person:
Full name (last name first). Occupation. Date of interview.
EXAMPLE:
Smeckleburg, Sweets. Bus driver. April 1, 1996.
For a film:

Title, Director, Distributor, Year.
EXAMPLE:
Braveheart, Dir. Mel Gibson, Icon Productions, 1995
CD-ROM:
Disc title: Version, Date. "Article title," pages if given. Publisher.
EXAMPLE:
Compton's Multimedia Encyclopedia: Macintosh version, 1995. "Civil rights movement," p.3. Compton's Newsmedia.
Magazine article:
Author (last name first). "Article title." Name of magazine (type of medium). Volume number, (Date): page numbers. If available:
publisher of medium, version, date of issue.
EXAMPLE:
Rollins, Fred. "Snowboard Madness." Sports Stuff (CD-ROM). Number 15, (February 1997): pp. 15-19. SIRS, Mac version, Winter 1997.
Newspaper article:
Author (last name first). "Article title." Name of newspaper (Type of medium), city and state of publication. (Date): If available: Edition,
section and page number(s). If available: publisher of medium, version, date of issue.
EXAMPLE:
Stevenson, Rhoda. "Nerve Sells." Community News (CD-ROM), Nassau, NY. (Feb 1996): pp. A4-5. SIRS, Mac. version, Spring 1996.
Online Resources
Internet:
Author of message, (Date). Subject of message. Electronic conference or bulletin board (Online). Available e-mail: LISTSERV@ e-mail
address
EXAMPLE:
Ellen Block, (September 15, 1995). New Winners. Teen Booklist (Online). Helen Smith@wellington.com
World Wide Web:
URL (Uniform Resource Locator or WWW address). author (or item's name, if mentioned), date.
EXAMPLE: (Boston Globe's www address)
http://www.boston.com. Today's News, August 1, 1996.

APPENDIX
In this part, added materials, documents or notes are presented here. An appendix in a thesis or dissertation (if you include it) contains
important information that serves as additional explanations.
15

General rules for organizing a dissertation appendix
If you include a dissertation appendix, it should be placed before the Bibliography;
You have to start each appendix on a new page;
Dissertation appendices are usually numbered 1, 2, 3 or A, B, C;

Dissertation appendices should be mentioned in the Table of Contents.
Information to be included into your dissertation appendix:
This part of your project includes so-called visual aids and some additional information that helps to get your work better.
Things that are referred to as visual aids and that should appear in a dissertation appendix are diagrams, graphs, tables, maps, some
pictures and calculations, etc.

Other information that are important to understand your project:
Questionnaires, although the results should be presented in the body of your thesis/dissertation;
Descriptions of some tools and equipment used to obtain necessary results;
Raw data appears in appendices, while analyzed and summarized data is presented in the body of your paper.
CURRICULUM VITAE
A curriculum vitae (CV, also spelled curriculum vit) provides an overview of a person's life and qualifications. It is a biography of the
researcher, the educational background, accomplishment and all.
16

What is a Curriculum Vitae?
17

In the United States, a curriculum vitae, often called a CV or vitae is used when applying for academic and research positions, fellowships,
and grants.
A CV is longer than a rsum (at least two pages) and represents your accomplishments, areas of expertise, and professional skills in a
detailed and organized manner. It is best to discuss any special CV formatting your field may require with a mentor or trusted member in your
department (i.e., faculty member or adviser). As with a rsum, you may need different versions of a CV for different types of positions.
Vitae Categories
A CV is a summary of your educational and academic background as well as teaching, research, and service/engagement experience, publications,
presentations, honors and awards, affiliations, and other details. Include the categories below which best highlight your experience.
Personal Contact Information
Name, address, phone number, e-mail, online portfolio (if applicable).
Education
Degree, major, institution (city & state), and date of completion (or expected date of completion). List the most recent or expected degree first,
writing in reverse chronological order.
Dissertation or Thesis
Include title and brief description of research work.
Competencies/Expertise
Include scholarly interests, professional competencies, educational highlights, scholarly proficiencies, areas of expertise, areas of experience, areas
of concentration, academic interests, research interests, and professional interests.
Professional Experience
This section will be divided into multiple categories to highlight academic work and contributions. Subcategories
Teaching: Courses taught, student advising, guest lectures, trainings, seminars conducted, workshops conducted, and/ or invited lectures

Research
o Presentation Experience: Scholarly presentations, conference presentations, workshop presentations, conference leadership,
conference papers presented, and/or poster presentations
o Publications: Published works, books/book reviews, professional papers, articles, conference papers, reviews, and/or
exhibitions
Service/Engagement
o Academic Service/Leadership: Academic service, professional services, departmental or university committees, groups or task
forces served or led, faculty leadership/governance, professional association leadership, professional association activities,
outreach program, conference review service, community service relevant to discipline
o Professional Memberships: Memberships, affiliations, professional association memberships, scholarly societies, conference
presentations
Professional Work Experience
o Academic Service/Leadership: Academic service, professional services, departmental or university committees, groups or task
forces served or led, faculty leadership/governance, professional association leadership, professional association activities,
outreach program, conference review service, community service relevant to discipline
o Professional Experience: Professional overview, professional background, teaching experience, experience summary,
experience highlights, research experience, research overview, administrative experience, consulting experience
o Work Experience: Internships, teaching assistantships, research assistantships, graduate fieldwork, graduate practicum,
graduate internship, professional achievements, career achievements, career highlights, professional work experience
Professional Development
List special trainings or conferences attended to develop professional skills. For example: Preparing for Future Faculty training, WebCT Vista
Technology training, or SPSS Statistical Software competency.
Honors, Awards, Fellowships, Scholarships
List recognition received from a college, university, association, or honorary society.
Other Categories
Languages/International: International study, study abroad, research abroad, language competencies, languages
Licenses/Certifications: Professional certification, certification, licensure, special training, endorsements
Credentials: Placement/Credential file, dossier, references, recommendations
SOURCES
1 Thesis Writing, A Manual for Researchers, Rahim, F. Abdul, New Age International (P) Limited Publishers, page 91
2 Writing the Winning Thesis or Dissertations, A Step-by-Step Guide, Glatthorn, Allan A., Second Edition, Corwin Press, page 203
3 http://www.papaermasrers.com/conclusion_recommendations.html
5 Writing the Winning Thesis or Dissertations, A Step-by-Step Guide, Glatthorn, Allan A., Second Edition, Corwin Press, page 205-206

6 http://thesisnotes.com/summary/sample-thesis-summary/
8 Research Methods and Thesis Writing, Paler-Calmorin, Laurentina, Rex Publishing House, Second Edition, page 326
9 http://thesisnotes.com/thesis-conclusion/sample-conclusion/
12 http://thesisnotes.com/thesis-recommendation/sample-recommendations/
14 http://www.factmonster.com/homework/t8biblio.html
15 http://yourdissertation.com/blog/2009/07/07/thesis-or-dissertation-appendix-free-guidelines-for-you/g
16 http://en.wikipedia.org/wiki/Curriculum_vitae
17 http://www.csuchico.edu/careers/students-alumni/job-search-tools/resumes-letters/curriculum-vitae.shtml

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Summary, Conclusion, and Recommendations by: C.L. Castillo R.N.,R.E.B.

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