Preparing a Research Report

Objectives
After reading Chapter 21, you should be able to do the following :
1. Identify and briefly described the major section of a research report.
2. List general rules for writing and preparing a research report.

People conduct research for a variety of reason. The motivations for doing a research
project may be no more than that such a project is a project is a degree requirment, or it may
come from a strong desire to contribute to educational the oryor practice. Whetever the
reason for their execution, most research studies culminate with the production of a research
report plan or proposal, which focuses on what will be done, a research report describes what
has happened in the study and what result were obtained : All research reports strie to
communicate as clearly as possible the purpose, procedures, and findings of the study. A
well-written report describes a study in enough detail to permit replication by another
researcher.
Youhave already written many of the components of a research report through your
workin task 2 through 9. In this chapter you will learn how to integtate all youre previous
efforts to produce a complete report.
The goal of chapter 21 is for you, having conducted a study, to be able toproduced a
complete report. Completing chapter 21 enable you to perform the following task.

TASK 10
Building upon previous tasks,prepare a research report that follows the general format for a
thesis or desertations. (Scc Perfomance Criteria, p.527.)

 GENERAL GUIDELINES
If this chapter were written even a few years ago, it would have focued almost exclusively on
writing research reports for quantitative studies. In recent years, however, the number of
reports on qualitative research has grown steadily. As noted in previous chapters, thepurpose
and conduct of qualitative studies.in this chapter we emphasize the general issues and
practices assosiated with writing a research report. It is important that you understand that all
research reports address similar topics-for example, all contain a description of the topic or
studied, a view of literature, a description of procedures, and a description of results.
However, as seen in earlier chapters, qualitative and quantitative studies address these topic
in somewhat different ways and give them different emphases.you are encoraged to examine
and compare the reports reprinted at the end of Chapters 6,7, 8, 9,and 17 to see their
differences. Furthe, when you are actually writing your report, you should look through
jurnals partinent to youre study to view the section, level or detail, and types of result
comonlyreported. This is the best way to determine the appropriate format for your report.
While you are conducting youre study, you can profitabily use spare time to begin
revising or refining th introduction and method sections of youre report. After all the
dataanalyzed, you can begin to write the report’s final section. The major guideline for all
stages of writing –presented in an organized, logical manner are greatly increased if you think
the sequence through be fore you actually write anything. Formulating and outline
greatlyfacilitates this “thinking through”to review briefl, developing an outline involves
identifiying and ordering major topics and then differentiating each major heading into
logicalsubheadings. The time spent working on an outline is wellworth it, since is much
easier to recognize an outline that is not mean that your first report draft will be youre last.
Two or three revisions of cach section might be needed. Remember writing inevitably
uncovers issues or activities that mustbe rethought. Each time you read a section, you will see
ways to improve its organization or clarity. Also, others who review youre report will see
areas in need rethinking or rewording that you have not noticed.

Getting Started : Overcoming Writing Obstacles

Writing is nothing more than putting thought to paper, yetmany writers hold irrational
beliefsabout the task or even insiston rituals thatmusb be completed if writing sessions are
tobe succesful. In an informal survey of friends and colleagues, one suggested thatwriting can
occur only between the hourse 7:00 AM and 12pm another thatwriting can be done only in
longhan, using a blue pen and white legal pad : and yet another that the house must be clean
before writing canstart.
Getting started- clean house or messy – isa problem for manyof us. There is no easy
way around the pragmatic issue of time : writing takes time, and we never have enough time
to do writing part of your proffesional life and responsibility. A study is not over until the
report has been completed, and the time you will need for writing should be included in the
time schedule you create when planning youre research ( see Task 3a Example, p 95). As
pointed out in chapter 3, however, some call research a process designed totake 3 to 6 month
longer than the research think it will. Other task pile up, and the writing gets pushed aside.
When this happens you mast capture the minutes and hours where theyfall – before and after
school on professional develpoment days, in preparation periods, andattimes when meeting
and confrence are cancelled: we know of no other way, besides attacking personal andfamily
time, to getourwriting done. In the short term, ourloved ones will put up with the” I need to
stay homeand get this writing (could also be grading, lesson planning, studying, and so on
done. You go ahead and enjoy the movie, dinner, picnic, hike, river rating, skiing (we cpuld
all fil in the blank based on our livesas students andteachers).”
However you make it happen, there will come a time when you sit down in front of a
keyboard, or with a blank pad of paper, and start the task of writing up your reserch. We can
picture you now- pencil in hand, keyboard at the ready – poised to pen the story of youre
research ! Go to that place for a while. Get ready to write!
In spirit of sharing tips of succesful writing, letus start with some tips infigure 21.1 for
what not to do once you finnaly get settled down to work. It’s not hard to see how activities
such as those listed can eat upprecious writing tim. You may wish to write down your own
avoidance list and stick it nextto wherever it is thatyou write. Check it occasionlly, but get the
behaviors out of youre system.
What follows is a list of more helpful writing tips.
Tips to Succeed at Writing
 Look for progress, not perfection
 Write whatever comes to mind. Then go back and hunt for what you are rellytriying to
say- it’s there.
 Have you ever thogh to yourself : I wish I had done that diffrently? With writing you
can do it differently, editing youre own work is delight. Write boldly and then sayit
again- bette.

o Thin about all the things atschool that I need to do before tommorow
o Scan mydesk to see if someone has left me a note a meeting, sports practice,
birthday party tht I need to go NOW.
o Checkmyvoicemail
o Checkmy e-mail.
o Check mycheckhook to see if it is balanced
 o Callmy wife/ child/ colleague/ friend/ enemy toseewhat theyare doing.
o Walk downthe hallway tosee if I can find someone to talkto.
o Dreamabout winning the lottery.
o Make an appoitment to see my dentist.

 Writing is an exercise inlearning about your own work. Writing, then editing, then
rewriting,then editing again, clarifies thoughts into a coherent package.
 Editing :evena gem needs to be mined toughly, cut ruthlessl, then buffed.
 Nobody know it when you’vediscussed it with your computer a few times.
 Write without consideration for grammar, syntax,or punctuation justwrite.sometimes
editing is an avidance technique.
 Write at the same time every day at a time when you know you won’t be disturbed.
 Write up your research as though you’re sending e-mail to a friend. Pretend youre
friend needs it explained simply.

Fortunately, once you begin writing, it becomes easier to continue writing. When
you’re working productively and staying on tas, catch yourself being good! You
mighteven think of a little reward system(if you are somewhat extrincicallymotivated,
thatis ). After dedicating himself tosome writing time one of authors (…again )
treatshimself to a run , time with family or friends, or somethingsweet (you know, some
sugar to help with the …..)

 GENERAL RULES FOR WRITING

Probably the foremost rule of research report writingthewriter should try to relatr
acpects of the study in manner that accurately reflect what was done and what found.
Although the style of reporting may varyfor quantitative and qualitative studies, the focus
in al instances should be on providing accurate description for the reader. For example in
quantitative reports personal pronouns such as and we are usuallyavoided, and the passive
voice is used. In contrast, in qualitative report the reserchers often adopts a more personal
tone, uses active voice, and shares the words of the participants. Study stylistic diffrences
do not after the need for accurater reporting.
The reserch report should be written in a clear, simple, straightforward style and
reflect scholarship. You do not have to be boring, just concic. Inother words, convey what
you wish to convey, do it in an efficien way, avoid jargon , and use simple language. For
example, in stead of saying, “The population comprised all students who matriculated for
the fall smester atEgghead University”. Obviously the report should contain correct
spelling grammatical construction and puncituation. Your computer probably has a
spelling and grammar cheeker. User it. Orconsult a dictionary it is also a good idea to
have someone you know, someone who is perhaps stronger in this areas, reviuw
youremanuscript and indicate errors.
Although different style manuals emphasize different rules of writing, there are
several common to most manuals. Use of abbreviations and constraction, for instances, is
generally discouraged in formal writing. For example, instead of “the American
psychological Assn.,”you would write “the American PsychologicalAssociation. “ Instead
of shouldn’t, write should not. Expection to the abbreviations commonly used and
undurstood abbrevintions (such asIQ and GPA) and abbreviations defined by the
researcher to promote clarity, simplify presentation, or reduce repitation. If the same
sequance of words is going to be used repeatedly,the resercherwill often define an
abbrevitation in parentheses when firstusing the sequences and there afteruse only the
abbrevitation. Authors of cited references are usuallyreferred in the main bodyof the
report bylast name only; first names, initials and titles are not give. Instead of saying .”
Proffesor Dudly Q. mestrudle (2002) concluded …..,you normallywould say “Mestrudle
(2002) concluded ……” These guidelines hold onlyfor the main body of the repor.
Tables, figures, footnotes, and referencesmay include abbreviations; footnotes and
references ussualygiveatleast the author’s initial.most style manuals address the treatment
of numbers as well. One convention is to always spellout a number that comes at the start
of sentence (“Six schoolwere contracted ….”). There are many guidelines about the use
of words if the number witina discussion, but one common convention is to use words if
the number is nine or less (“a total of live lists….”) and to use Arabic numerals if the
number is greater than nine (“a total of 500 quistonnaires was sent”).
The final report should be proofread carefully at least twice. Reading the report
slendlyto yourself will usually be suficient to identify major errors. If you havea willing
listener, however reading themanuscript out loud often helps ypu to identfy grammatical
or constructional errors. Sometimes sentences do nat make nearly as muchsense when
you hear them as when youwrite them ; also your listener will frequantly be helpful in
bringing to youre attention section that are unclear.reading the report backwards.
Preparing a research report is greatly facilitated by computer word processing, which
commonlyprovides features suchas automatic page numbering and heading centering the
ability to rerrannge words, sentences, and paragraphs and spellcheckin.

 FORMAT STYLE
Format refers to general pattern of organization and arragement of the report. The
number and types of heading and subheadings to be included in the report are determined
by the formatused. Style refers to the rules of grammart, spelling, capitalization, and
punctuation followed in preparing the report. Formats may vary in terms of specific
headings included, and research reports generally follow a format that parallels the steps
involved in conducting a study. For example, although one format may call for a
discussion section and another format may require a summary or conclusion and
recommendations section and another format require a section in which the result of the
study are discussed and interpreted. All re4serach reports also include a condensed
description of the study, wheter it be summary of desertation or an abstract of journal
article.
Most collages, universities, and professional journals require the use of specific style,
either a style they are have developed or that a published style manual. Check with youre
advisor about the style used in youre institution. Do this before you begin writing, since
reranging a format after the fact istedious and time-consuming. One manual that
increasingly being required as guide for those writing theses and dissertations is the
publication manual of the American Psychological Asoosiation, also called the
APAmanual (currently in it is fifth editions). If you are not bound by any particular
format and style,if thatiswhatyoure institutions uses. For example look atexiting
desertations (especially those directedby youreadvisor) to get an idea of

FIGURE 21.2
1. Page number go iun the toprighthand comer, flushwiththeright margin and
between the top of the pageand the first line.
2. First level headings are centered,written in upper –and lowercase, and
NOTunderlined.
3. All text shouldbe double spaced.
4. All statistical values should beitalicized (e.g.,p < .05).
5. Marginsshould always be uniformall around (1 inchis the minimum)
 Format and what expected. (An-isntitution may, in fact, be using a combination of its
own and APA style and formats.) figure 21.2 ilustrates some of the basic
APAguidelaniesusing a page from the Task 10 example that appears at the end of this
chapter.

 SECTION OF THESES AND DISERTATIONS

Athough specifics willvary considerablY, mostresearch reports prepared for a degree
requirment follow the same general format. Figure 21.3 presents an outline of the typical
contents such a report. As the figure indicates, these and dissertations include a set of
fairly FIGURE21.3

PRELIMINARY PAGES
Title Page
Acknowledgments List Tables and Figures
Table of Content Abstract

MAIN BODY OF THE REPORT

INTRODUCTION Instruments
Steatment of the Problem Design
Review of Related Literature Procedure
Steatment of the Hypotesis Results
Significance of the Study Discussion (Conclusionsand Recommendations)
Method References (Biliography)
Participants

APPENDIXES

Standard preliminary pages, componnents that directly parallel the research process,
and suplementary information, which is included in appendexis. A report on a quantitave
study and that for a qualitative study would have similar contents expect that method section
in the qualitative studyreports would emphasize the description and selection of the research
site thesampling approach, and the process of datacollection.
Preliminary Pages
The preliminary pages contain the title pag, acknowledgements pages, table of contents, list
of the table and figures, and abstract.
The title should communicate what the study is about. Recall when you reviewed the
literature and made initial decisions about the relevance of source based on its side. A well
constructed title makes it fairly easy for the reader to determine the nature of the topic a
vaguely worded one confuses the reade, who then must search through the body of the report
to getmore information. After you write your title, apply the communication test: Would you
know what the study was about if you read the title in an index? Ask friend or collcagues to
described what they undurstand from your title.
Most theses and disertations include an acknowledgments page. This pagepermits the
writer to express appreciation to persons who have contributed significantly to the completion
of the report. Notice the word significant. You cannot(and should not!) mention every one
who had anything to do with the study or the repor. It is acceptable thank youre advisor for
her or his guidances and assitances: it is not acceptable to thank youre third-grade teacher for
giving you confidence in your ability. (remember the Academy Awards!)
Thetable of contents is basically an outline of your report thatindicates the page on
which each major section (or chapter) and subsection begins. The list of tables and figures,
which is presented on a separate page, gives the number and title of each table and figure
and the page on which it can be found.
Many colleges and universities requaire an abstract, and other require a summary, but
the current trend is in favor of abstracts. The content of abstract and summaries is idential,
only the positioning differs : An abstracts precedesthe main body of the report, and a
summary follows the discussion section. Abstracts often must belimited to a given a number
of words, usually between 100 and 500 many institution require abstracts to be no more than
350 words, which is the maximum allowed by Dissertation Abstracts International, a
repository of dissertation abstracts. The APA sets a limit of 120 words for publication in its
journals. Because the abstracts of areportisoften only part read, it should briefly describe the
most important and instrunents involved, the data collection procedures, and the major results
and conclusions. For example, a 100-word abstract for a study investigating the effectof
awriting- oriented curriculum on the reading comprehension of fourth-grade students might
read as follows :
The purpose of thes tudy was to determine the effect of curriculum that emphasized
writing on the reading comprehension of fourth-gradestudents who were reading at least on
level below gradelevel. Using a posttest- only control group design and thet test for
independent samples, it was found thatafter 8 months the students (n= 20) who participants in
a curriculum that emphasized writing achived significantly higher scores on the reading
comprehension subtest of the standford Achievment Test, Primary level 3 (grade 3.5-4,9)
than students (n=20) who did not [ t (38) = 4,83, p < 05]. It was concluded that the curriculum
emphasizing writing was more effective in promoting reading comprehension.

The Main Body

The body of the report contains information about the topic studied, literature
reviewed,hypotheses (if any) posited, participants,instruments, procedures,results,and
discussion.
The introduction section includes a description of the research problem or topic, a
review of related literature, a statement of hypotheses or issues, and a definition of
uncommon or important terms. A well-written statement of a problem or topic generally
indicates the variables examined in the study. The statement of the problem or topic should
be accompanied by a presentation of its background, including a justification for the study in
terms of its significance, that is, why should anyone care about this study?
The review of relatedliteratureindicates what is known about the problem or topic. Its
function is to educated the reader about the area was studied. The review of related literature
is not a series ofabstracts orannotations but rether a summary and anlysis of the relationship
and diffrences among relevant studies and reports. The review should flow insuch a way that
the least related references are discussed first and the most related references are discussed
last, just before the steatment of the hypothesis. The review should conclude with a brief
summary of the literature and its implications.
A good hypothesis for a quantitative study clearly states theexpected relationship (or
diffrences) between two variavbles and difines those variables in operational, measurable
terms. The hypothesis (or hypotheses) logically follows the review of related literature and is
based on implications of previous research. A weell- developed hypothesis istestable –that is
it can be confirmed or disconfirmed. The qualitative researcher is unlikely to state hypotheses
as focused s-those of quantitativeresearcher, but may haveand express some hunches about
what the study may show. The introduction section also definitions or terms used in study
that do not have a commonly understood meaning.

Method
The methodsection a descripton of participants, instruments, design, procedure,assumptions,
and limitations. A qualitative study may also include a detailed description of the site studied
and the nature and length of interactions with the participants. The description of participants
includes information about how they were selected and, mainly for quantitative researchers,
the population they represent. A description of the sample should indicate its size and major
characteristics of members suchas age, grade level, ability level, and socioeconomic status. A
good description of the sample enables readers of the report to determine how similar study
participants are to paerticipants the readers are concerned with.
Data collection procedureshould be decribed fully, be they test, questionnare,
interviews, or observation. The description should be decribed indicate the pupose of the
procedure, its aplication, and its validity and realibility. If a procedure has been developed by
the researcher the decription needs to be more detailed and should also state the manner in
which it was developed, its presting, revisions, steps involved in scoring keys, and other
pertinent data related to a newly developed test are generally placed as appendixes to the
thesis or dissertation proper.
The description of the design is especially important in experimental study in other
types of research, thedescription of the design may be combined with procedure in an
experimental study, the description of the basic designed (or variation of a basic design)
applied in sociated with the design, including why these threats may have been minimizedin
the study being reported.
The procedure ection should described the steps followed in conducting the study in
chronological order, in suffient detailto permit the study to be replicated by another
researcher. It should be clear exactly how participants were assigned to groups, treatments, or
the conditions under which qualitative participants were observed or in terviewed. In essence
a step by step description of what went on during the should be provided. In manycases,
qualitative researchers will have more complex and detailed procedural descriptions than
qualitative researchers.
 The resultsection descrribed the statistical techniques or the inferential interpretations
that were applied to the data and theresultsof these analyses. For each hypothesis the
statistical test of significance selected and apllied to the data and the result of these analyses
for each hyphotesis the steatment indicating wheter the hypothesis was supported or not
supported. Tables and figures are used topresent findings in summary or graph form and add
clarity to the persentation such as means and standard deviations, and the result of tests of
significances, such as tests and F rations. Good tables andfigures are unclutured and self
explanatory). It is better to use two tables (or figures) than one that is crowded. They
shouldstand alone, that is be interpretable without the aid of related textual material. Tables
and figures follow their related textual discussion and are reffered to bynumber, not name or
location. In other words, the text should say “see table1,”see the table with the means” or”
see the table on the next page”. Examine the variety of tables and figures throughout this test
to get a perspective on how datacan be presented.
Qualitative research reporting tends to be based mainly on descriptions and quotations
that support or illustate the study result. Charts and diagrams showing tend to be based
mainly descriptions and qoutations that support or illustrate the study result. Charts and
diagrams showing the relationship among identified topics, categories, and patterns are also
useful in presenting the result ofa study. The logic and description of the interpretations
linked to qualitative charts and diagrams are important aspects of the qualiotative research
reporting.
All research reports have section that discusses and interprets the result, draw
conclusion and stacs implications and makes recommendations. Interpretations of result may
be presented in a separate section titled “Discussion”. Or it may be included in the same
section as the other analysis of result items. Whatthis section (or section) is called is
unimportant ; what is important is how well it is constructed. Each result should be discussed
in terms of its relation to the topic studied and its agreement or disagreement with previous
result obtained by other researchers in other studies. Two common errors are to confuse result
and conclusion and to overgeneralize result. A result is the outcome of a test of significance
or a qualitative analysis; the corresponding conclusion is that the original hyphotesis or topic
was or was not supported by the data. In qualitative reports the conclusion may simply be a
summarizing description of what was observed. Researcher overgeneralize when the stats
conclusion that are not warranted by the result. For example, if a group of first graders
receiving personalized instructions were found to achieve significantly higher on a test of
reading comprehension than a group receiving traditional instruction, it would be an
overgeneralization to conclude that personalized instruction is a superior method of
instraction for elementary students. Similary, if a qualitative study about teacher burnout
consisted of four interviews, it would be an overgeneralization to infer that all teachers the
same about burnout.
The report should also discuss the theoritical implications of the findings and make
recommendations for future research or future actions. In this portion of the report, the
researcher is permitted more freedom in expressing opinions that are not necessarly direct
outcomes of data analysis. The researcher is free to discussany posibble revision or aditions
to exiting theory and encourage studies designed to test hyphoteses suggested by the result.
The researcher may also discuss imlications of the findings for educational practice and
suggest studies designed to replicate the study in order to increase the generalizability of the
findigs. The researcher may also suggest next-step studies designed to investigate another
dimension of the problem investigated. For example, a study finding type of feedbeck to be a
factor in retention might suggest that amount of feedback may also be a factor and
recommend further research in thatarea.
The reference, or biliography, section of the report list all the sources, alphabetically
be authors ‘ last names, that were directly used in writing the report. Every source cited in the
paper must be included in the references, and very entry listed in the references must appear
in the paper, in other words, the sources in the paper and the sources in the references must
correspond exatly. If APA style is being used, secondary source are not included in reference
list. In-text citation of secondary sources should be included in the refences. For example in
the text may say “Nerdfais (cited in Snurd, 1995) found that yellow chalk . . . “ The Snurd
sourcewould be listwd in the references. Note that noyearwould be given for the Nerdfais
study. For thesis and dissertations studies, if sources were consulted that were not directly
cited in the main body in the report, these may be included in an appendix. The style manual
beong followed will determine the form each refinitially , while conducting the review of
literature. Table 21.1 show APA formats for common refences in theses or disserataion.
Appendixes are usually necessary in thesis and dissertations reports to provide
informations and data that are pertinent to the study but are either too lengthyor not important
enough to be included in the main body of the report. Appendixes commonly contain
materials especially developed for the study (such as tests, questionnaires, and cover letters),
raw, data, and data analysis sheets.
SUMMARY
General Guidlines
1. A major facilitator to writing aresearch report is making an ouline involves
identifiying and ordering major topics and then diffrentiating each major heading into
logical subheading.
2. Make writingparty on your professional life and responsibility.

General Rules for Writing

3. Probably the foremost rule of research report writing is to relate aspects of the study
in a manner that accuratly reflects what was done and what wasfound.
4. Although quantitative and qualitative research approaches differin many ways,
simmilar topics are convered in their reserch reports. Thje emphaseswithin the general
topics, however, vary depending on which of the two approaches is being reported.
5. The research report should be written in a clear, simple, straightforward style, and
correct spelling, grammar, and punctuation are expected.
6. Authors of cited references are usually refered to by last name onlythe main body of
the report.
7. If the first word of a sentences is a number, of ifthe numbers is nine or less, numbers
are usually expressed are words. Otherwise number are generally expressed asArabic
numerals.
8. Carefull proofread the final report.

Format and Style

9. Most reserch reports consistenly follow a selected system for format and style. Format
refers to the general pattern of organization and arragnment of the report. Style
referstothe rule of grammar. Spelling, capitalization, and punctuation followed in
preparing the report.
10. Most collegesand universities require the use of a specific style, either their own or
thatin a published style manual. It is helpful to study several reports that have been
written in required style.

Section of Theses and Dissertations

11. The title of the reort should described the pupose of the study as clearly as possible.
12. The acknowledgements page allows the writter to express appreciation to persons
who have contributed significantly to the completion of the report.
13. The table of contents is basically an outline of the report that indicates the page on
which each major section (or chapter) and subsection begins the list of tables and
figures, presented on a separate page, gives the number and title of each table and
figure and page on which itcan be found.
14. Most colleges and university requireand abstractsor summary of the study. The
number of pages for each will be specified and will usually range from 100 to 500
words. The abstracts should described the most impottant investigated, the typeof
participants and instruments, th design, the procedures, and the major result and
conclusions.
15. The introduction section is the first section of the main body of the report and include
a well written description of the problem, a riview of related literature a steatment of
the hypothesi, and definition of terms.
16. Therivew of related literaturedescribes and analyzes priviousresearch related to
thetopic under study.
17. A good hypothesis in quantitave study atatesas clearly and consicly as possible the
expected relationship (or diffrences) between two variables and defines those
variables in operational measurable terms.
18. The introduction also includes definitions of terms used in the study that so not have a
commonly understood meaning.
19. The method section includes a description of participants, instruments, design,
procedure, assumptions, and limitations.
20. The descriptions of psrticipants in quantitave study includes adefinitions and
description of the population from which the sample was selected and may describe
the method used in selecting the participants in a qualitative study will include
description of the way participants were selected and a detailed description of the
context in which the function.
21. The description of each instrument should relate the function of the instrument in the
study (forv example, selection of participants or a measure of thedependent variable),
whatthe instruments is intended to measure, and datarelsted to validity and reliability.
22. The proceduresection should describe each step followed in conducting the study in
chronological order. In sufficient detail to permit the study tobe replicated by another
researcher.
23. The result section describe the statistical tecniques or qualitaveinterpretations that
were applied to the data and the result of these analyses. Information about the
process applied during data analysis ahould be provided.
24. Tables and figures are used to present findings in summary or graph form and add
clarity to the persentation. Good tables and figures are uncluttered and self-
explenatoryit is better to use twotables (or figures) follow their related textual
discussion and are refferd to by number, not name or locations.
25. Each research findings orresult should be discussed in termsof the relation to the topic
studied and its in terms of its relation to the topicstudied and its agreement or
disagreement with previous result obtained byother reserchers in other studies.
26. Overgeneralization occures when reserchers atate conclusions that are not warranted
by theresult it should be avoided.
27. The researcher should discuss the theoritical and practical implications of the findings
and make recommendations for future research or future action.
28. The reference. Or biliography by authors last names, that were directly used in writing
the report. Every source cited in the paper must be included in the refencelist, and
every entry listed in the reference list must appear in the paper.
29. The required style manual will guide the formst of various types of references.
30. Appendixex include information and data that are pertinent to the study but are either
too lengthy or not importanty enough to be included in the main body the report- for
example, test questionnaire, cover letters, raw, data, and data analysis sheets.