DISCUSSION & CONCLUSION

DEFINITION AND INFORMATION

 DISCUSSION
To interpret and describe the significance of the findings in
light of what was already known about the research
problem being investigated.
To explain any new understanding or insights about the
problem after taken the findings into consideration.
Will always connect to the Should always explain
introduction by way of the how the study has moved
research questions posed the readers
and the literature understanding of the
reviewed. research problem forward
from the introduction.
RESEARCH GUIDES: Organizing Your Research Paper: 8. The Discussion (n.d.) Retrieved 11 April, 2017
from http://libguides.usc.edu/writingguide/discussion
 References to previous
Explanation of results: research: either compare
go into greater depth when the results with the
explaining findings that findings from other studies
were unexpected or or use the studies to
especially profound. support a claim
The Content
(Discussion)

Hypothesis: a more
Deduction: a claim for general claim or possible
how the results can be conclusion arising from the
applied more generally. results.

RESEARCH GUIDES: Organizing Your Research Paper: 8. The Discussion (n.d.) Retrieved 11 April, 2017 from
http://libguides.usc.edu/writingguide/discussion
THIS SECTION IS OFTEN CONSIDERED THE MOST
IMPORTANT PART OF YOUR RESEARCH PAPER
BECAUSE THIS IS WHERE YOU,

Demonstrates your ability as a researcher.

Present the underlying meaning of your research and
explore possible improvements.
Highlight the importance of your study.
Engage the reader in thinking critically about issues
based upon an evidence-based interpretation of
findings.

RESEARCH GUIDES: Organizing Your Research Paper: 8. The Discussion (n.d.) Retrieved 11 April, 2017 from
http://libguides.usc.edu/writingguide/discussion
CONCLUSION
Intended to help the reader understand why the
research should matter to them after they finished
reading the paper.
Not merely a summary of the main topics covered or a
re-statement of your research problem, but a synthesis
of key points and, if applicable, recommend new areas
for future research.

RESEARCH GUIDES: Organizing Your Research Paper: 9. The Conclusion (n.d.) Retrieved 11 April, 2017 from
http://libguides.usc.edu/writingguide/conclusion
ITS FUNCTION;
To restate the main argument.
It reminds the reader of the strengths of your main
arguments and reiterates the most important evidence
supporting those argument(s).
By stating clearly the context, background, and
necessity of pursuing the research problem you
investigated.
Not simply a repetitive summary of the findings.

RESEARCH GUIDES: Organizing Your Research Paper: 9. The Conclusion (n.d.) Retrieved 11 April, 2017 from
http://libguides.usc.edu/writingguide/conclusion
A WELL-WRITTEN CONCLUSION PROVIDES YOU WITH
IMPORTANT OPPORTUNITIES TO DEMONSTRATE TO THE
READER YOUR UNDERSTANDING OF THE RESEARCH PROBLEM.
Presenting the last word on the issues you raised in your
paper.
Summarizing your thoughts and conveying the larger
significance of the study.
Identifying how a gap in the literature has been addressed.
Demonstrating the importance of your ideas.
Introducing possible new or expanded ways of thinking
about the research problem.

RESEARCH GUIDES: Organizing Your Research Paper: 9. The Conclusion (n.d.) Retrieved 11 April, 2017 from
http://libguides.usc.edu/writingguide/conclusion
HOW TO WRITE AN EFFECTIVE
DISCUSSION
IN THIS SECTION
Interpretthedatayouhavecollectedinrelationtoyourhypothesis.Thismay

includepossiblereasonsforwhyunexpectedresultswereobtained.
Discussimplicationsforteachingpractice.
Directionsforfutureresearch.
THE STORY OF MY ACTION RESEARCH
PROJECT
The section is rich in voice, style, and data.
Interweave important data into your narrative.
Include tables, charts, and quotes from interviews and your observations and
reflections.
Use your data to illustrate your ideas, and to provide the reader the freedom to draw
his/her own conclusions as well.
Explain how you interpret your data.
Support your interpretations with examples.
Use multiple data sources to support major assertions or ideas.
Include multiple voices and perspectives, including those of critical colleagues,
students, and distant mentors (literature review).
Deconstruct your work, providing counterexamples and alternative interpretations.

Becoming a Teacher Through Action Research, Second Edition 2010

Routledge / Taylor & Francis Group, LLC.
FURTHER REFLECTION AND CONTINUING
QUESTIONS ABOUT MY ACTION RESEARCH JOURNEY
What are some of the most important lessons you will take into your
teaching career?
What will you do differently next time?
What additional questions did this research project pose for you?
What was your action research journey like? How has this journey
transformed your image of teacher, teaching, students, schools, learning?
How have your paradigms been altered, confirmed, and/or challenged?
What have you learned about action research? How has your definition of
AR changed? How do you see yourself using this process in the future?
Becoming a Teacher Through Action Research, Second Edition 2010
Routledge / Taylor & Francis Group, LLC.
HOW TO WRITE THE
CONCLUSION
 CONCLUSION
Outcomes
Implications

Mills, Geoffrey E. (2006) Action Research: A Guide for the Teacher Researcher. 3 rd ed. London: Prentice Hall
Sagor, Richard (2004) The Action Research Guidebook: A Four-step Process for Educators and School Teams. Thousand Oaks, CA:
Corwin Press.
 OUTCOMES
What were the outcomes of your study?
Discuss your own interpretation of what happened and
why.
What successes or difficulties did you have in carrying
out this action research?
Address what you have learned from this study.

Mills, Geoffrey E. (2006) Action Research: A Guide for the Teacher Researcher. 3 rd ed. London: Prentice Hall
Sagor, Richard (2004) The Action Research Guidebook: A Four-step Process for Educators and School Teams. Thousand Oaks, CA:
Corwin Press.
 WHAT WERE THE OUTCOMES OF YOUR
STUDY?
Examples:
1
.

2
.

Mills, Geoffrey E. (2006) Action Research: A Guide for the Teacher Researcher. 3 rd ed. London: Prentice Hall
McNiff, Jean, Pam Lomax and Jack Whitehead (2003) You and Your Action Research Project. 2nd ed. London: Routledge.
Sagor, Richard (2004) The Action Research Guidebook: A Four-step Process for Educators and School Teams. Thousand Oaks, CA:
 DISCUSS YOUR OWN INTERPRETATION OF WHAT HAPPENED AND WHY.

Example:

Mills, Geoffrey E. (2006) Action Research: A Guide for the Teacher Researcher. 3 rd ed. London: Prentice Hall
McNiff, Jean, Pam Lomax and Jack Whitehead (2003) You and Your Action Research Project. 2nd ed. London: Routledge.
Sagor, Richard (2004) The Action Research Guidebook: A Four-step Process for Educators and School Teams. Thousand Oaks, CA:
 WHAT SUCCESSES OR DIFFICULTIES DID YOU
HAVE IN CARRYING OUT THIS ACTION RESEARCH?
Example:

Mills, Geoffrey E. (2006) Action Research: A Guide for the Teacher Researcher. 3 rd ed. London: Prentice Hall
McNiff, Jean, Pam Lomax and Jack Whitehead (2003) You and Your Action Research Project. 2nd ed. London: Routledge.
Sagor, Richard (2004) The Action Research Guidebook: A Four-step Process for Educators and School Teams. Thousand Oaks, CA:
 ADDRESS WHAT YOU HAVE LEARNED FROM
THIS STUDY
Examples:

1
.

2
.

Mills, Geoffrey E. (2006) Action Research: A Guide for the Teacher Researcher. 3 rd ed. London: Prentice Hall
McNiff, Jean, Pam Lomax and Jack Whitehead (2003) You and Your Action Research Project. 2nd ed. London: Routledge.
Sagor, Richard (2004) The Action Research Guidebook: A Four-step Process for Educators and School Teams. Thousand Oaks, CA:
 IMPLICATIONS

Summarize the question studied and the major issues

involved.
Address the twists and turns experienced between
original identified question and results that were
produced.
Identify the limitations of the study.
Discuss implications for other teachers practice and
educational policy.
Describe recommendations for your future study.
Mills, Geoffrey E. (2006) Action Research: A Guide for the Teacher Researcher. 3 rd ed. London: Prentice Hall
Sagor, Richard (2004) The Action Research Guidebook: A Four-step Process for Educators and School Teams. Thousand Oaks, CA:
 SUMMARIZE THE QUESTION STUDIED AND
THE MAJOR ISSUES INVOLVED
Example

Mills, Geoffrey E. (2006) Action Research: A Guide for the Teacher Researcher. 3 rd ed. London: Prentice Hall
McNiff, Jean, Pam Lomax and Jack Whitehead (2003) You and Your Action Research Project. 2nd ed. London: Routledge.
Sagor, Richard (2004) The Action Research Guidebook: A Four-step Process for Educators and School Teams. Thousand Oaks, CA:
 ADDRESS THE TWISTS AND TURNS EXPERIENCED
BETWEEN ORIGINAL IDENTIFIED QUESTION AND RESULTS
THAT WERE PRODUCED
Example

Mills, Geoffrey E. (2006) Action Research: A Guide for the Teacher Researcher. 3 rd ed. London: Prentice Hall
McNiff, Jean, Pam Lomax and Jack Whitehead (2003) You and Your Action Research Project. 2nd ed. London: Routledge.
Sagor, Richard (2004) The Action Research Guidebook: A Four-step Process for Educators and School Teams. Thousand Oaks, CA:
 IDENTIFY THE LIMITATIONS OF THE STUDY.
Examples

1
.

2
.

Mills, Geoffrey E. (2006) Action Research: A Guide for the Teacher Researcher. 3 rd ed. London: Prentice Hall
McNiff, Jean, Pam Lomax and Jack Whitehead (2003) You and Your Action Research Project. 2nd ed. London: Routledge.
Sagor, Richard (2004) The Action Research Guidebook: A Four-step Process for Educators and School Teams. Thousand Oaks, CA:
 DISCUSS IMPLICATIONS FOR OTHER TEACHERS
PRACTICE AND EDUCATIONAL POLICY.
Example

Mills, Geoffrey E. (2006) Action Research: A Guide for the Teacher Researcher. 3 rd ed. London: Prentice Hall
McNiff, Jean, Pam Lomax and Jack Whitehead (2003) You and Your Action Research Project. 2nd ed. London: Routledge.
Sagor, Richard (2004) The Action Research Guidebook: A Four-step Process for Educators and School Teams. Thousand Oaks, CA:
 DESCRIBE RECOMMENDATIONS FOR YOUR
FUTURE STUDY.
Examples
1
.

2
.

Mills, Geoffrey E. (2006) Action Research: A Guide for the Teacher Researcher. 3 rd ed. London: Prentice Hall
McNiff, Jean, Pam Lomax and Jack Whitehead (2003) You and Your Action Research Project. 2nd ed. London: Routledge.
Sagor, Richard (2004) The Action Research Guidebook: A Four-step Process for Educators and School Teams. Thousand Oaks, CA: