MBA

1. RIFT VALLEY UNIVERSITY
HARAR CAMPUS
DEPARTMENT OF BUSINESS ADMINISTRATION
MBA PROGRAM
INSTRUCTOR:-DEBELE TEZERA (PhD)
INDIVIDUAL ASSIGNMENT OF RESEARCH
METHODOLOGY
GROUP ONE
BY: ILIYAS SUFIYAN ABDELLA
MAR 2022
HARAR, ETHIOPIA

2. Table of Content
Contents Page
1. CHAPTER ONE …………………………………………………………………….. 1
1.1. Background of the Study …………………………………………………………. 1
1.2. Statement of the Problem ……………………………………………………..….. 1
1.3. Research Gaps ………………………………………………………………………. 1
1.4. Research Questions and/or Hypothesis ………………………………………. 2
1.5. Objective of the Study ………………………………………...…………………… 3
1.6. Significance of the Study ………………………………………..……………….. 7
1.7. Delimitation of the Study ……………………………………………….………… 8
1.8. Limitations of the Study ……………………………………….………………… 8
1.9. Operational definition of key terms …………………………………….……… 9
1.10. Organization of the study ……………………………………………………….... 9
2. CHAPTER TWO ……………………………………………………..……………. 10
2.1. Related review related literature ……………………………………………… 10
2.2. Importance of Related review related literature ………………….…………10
2.3. Theoretical framework ………………………………………………….……….. 11
2.4. Conceptual framework …………………………………………….………….…. 11
2.5. Variables ……………………………………………………………..…………….. 11
3. CHAPTER THREE ………………………………………………………….……. 13
3.1. Description of the Study Area ………………………………..………………… 13
3.2. Research philosophy …………………………………………………….……….. 13
3.3. Research Design…………………………………………………………………... 13
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3.4. Research Approach ………………………………………………..……………... 14

3. 3.5. Research Methods …………………………………………...………………….. 15
3.6. Sources of Data ……………………………………………………………………. 16
3.7. Populations, sample size, and sampling techniques…………..………… 16
3.8. Instruments of Data collections……………………………………………..… 17
3.9. Procedures of Data collection …………….……………………………………. 17
3.10. Reality and validity of Instruments ………………………………………….. 18
3.11. Methods of Data Analysis ……………………………………………..………… 19
3.12. Ethical consideration …………………………………………………………... 19
4. CHAPTER FOUR …………………………………………………………………. 22
4.1. Resultsand Discussions …………………………………………..…………… 22
5. CHAPTER FIVE ………………………………………………………………….. 23
5.1. Summary, Conclusions, and Recommendations………………………….. 23
5.1.1. Summary ………………………………………………..…………………….. 23
5.1.2. Conclusions ………………………………………………..…………….…… 24
5.1.3. Recommendations …………………………………………………..………. 25
II
1. CHAPTER ONE

4. 1.1. Background of the Study
The background of the study provides context to the information that you
are discussing in your paper. Thus, the background of the study generates
the reader’sinterest in your research question and helps them understand
why your study is important. For instance, in case of your study, the
background can include a discussion on how socio economic factors
influence learning patterns or the disparity in academic performance.
1.2. Statement of the Problem
A problem statement is a concise description of an issue to be addressed
or a condition to be improved upon. It identifies the gap between the
current (problem) state and desired (goal) state of a process or product.
Focusing on the facts, the problem statement should be designed to
address the Five Ws. The first condition of solving a problem understands
the problem, which can be done by way of a problem statement.
1.3. Research Gaps
We define a research gapas a topic or area for which missing or inadequate
information limitsthe ability of reviewers to reacha conclusion for a given
question. A research gap may be further developed, such as through
stakeholder engagement in prioritization, into research needs.
A research gap is a question or a problem that has not been answered by
any of the existing studies or research within your field. Sometimes, a
research gap exists when there is a concept or new idea that hasn’t been
studied at all. A research gap is the lack of knowledge or a lack of
insufficient informationthat has not been yet explored withinyour field of
research. It can exist in the form of knowledge that is not there and has
not been updated over many years.It exists due to a research question or
a problem with the statement of your research proposal.
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The knowledge gap is that which needsto be filled by new research either
because we know little or nothing. The research gap to me (and I am an
applied researcher) is the gapbetween the discovery of knowledge relevant

5. to practice and the time it takes to put that information into practice in
the field.
Research gap is a problem which has not been addressed so far in a
particular field. Context is not the research gap but one that will surely
indicate or lead you to the problem. The reason for you to do research
should be a lack or an insufficiency or gap in existing literature.
Research gap refers to a knowledge gap that yet to be researched.
Knowledge gap, on the other hand, is a wider conception about something
that we have not explore, by scientific/academic research or by other
means. In academic research knowledge gap is used to highlight general
issues which usually lead to problem statement and research question,
while researchgapspecifically refers to the scientificprocess of solving the
issue or answering the research question whichhas yet to be carried out.
1.4. Research Questions and/or Hypothesis
Both are aspects of the Scientific Method, but they are not identical. A
research question is typically a concise, focused and debatable question
that will provide a clear path for research. A hypothesis is a formal
statement designed to predict the relationship between two or more
variables.
The research question is more general than the research hypothesis. In a
qualitative approach your don't do hypothesis testing. Statistical inference
refers to a hypothesis and a null hypothesis (the one you have to adopt
when you cannot verity the hypothesis).
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Research questions should be answerable and your hypothesis should be
testable as a complementary to your researchquestion's answer, you can
have them both or either one. But, should bear in mind, that, hypothesis
directly derive from your research questions whereas proposition derive
from a theoretical standpoint. A hypothesis is a quantitative terminology

6. while proposition is as qualitative, and should not use them
interchangeably.
Research question is a question; a research study sets to answer. It can
be used if there isa little previous research and is used in both quantitative
and qualitative studies further; it allows a wide range of outcome.
Hypothesis is a tentative prediction. it can be used if there is significant
knowledge or previous research on the subject. Hypotheses are mainly
used in experimental quantitative studies and it doesn't allow wide range
of outcome.
1.5. Objective of the Study
A research objective addresses the purpose of the investigation and types
of knowledge to be generated out of one’s investigation. Looking at the
objectives of the research, one can anticipate what is to be achieved by the
study. A research objective indicates the population of interest, the
independent variable, and the dependent variable.
Many researchers state their research objective in the declarative form as
a broad statement of purpose, such as the objective of this study is to
examine the relationshipbetweenthe initial salary(dependent variable) of
those who are employed in NGOs (population of interest) and their
previous job experience (independent variable).
The descriptive study does not always have variables that can be
designated as independent or dependent. In such a case, the objective
indicates the nature of the inquiry, the study variables, and the population
under study, as we find in the example:
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The purpose of this study is to assess the women’s decision making
autonomy regarding their health care, their child’s health care, large
household purchases, household purchases for daily needs, and visits to
the women’s family or relatives.
In causal studies, the objectives are usually stated in the form of
hypotheses.

7. Here is an example: Participation of women in household decision making
increases with age, their level of education, and the number of surviving
children.
We can enumerate three major reasons for formulating the objectives of
the research;
✔ Focus the study on narrowing it down to essentials.
✔ Focus the study on narrowing it down to essentials.
✔ Avoid collection of data that are not strictly necessary for
understanding and solving the problem in hand.
✔ Organize the study in clearly defined components or phases.
✔ While formulating the researchobjectives, we should keepin mind
that the results would be compared to the objectives when the study
is evaluated.
✔ If the objectiveshave not been formulated clearly,the study cannot
be evaluated as desired. It is because of this reason; we should take
care that the objectives fulfill certain criteria.
✔ They are realistic to fit the local environment.
✔ They cover the different aspects of the problem.
✔ They consider the contributing factors in a coherent way and in a
logical sequence.
✔ They consider ethical issues if any.
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✔ They are phrased in operational terms.
✔ Objectivesshould be closely related to the statement of the research
problem, giving the sponsor-specific,concrete and achievable goals.
✔ It is best to state the objectivesof a study in general termsfirst and
then to move down to specific terms.

8. ✔ From this point of view, objectives are of two types: general and
specific. We elaborate on these two concepts below, along with two
more objectives, viz. immediate objective and ultimate objective.
Types of Research Objectives
⮚ General Objective.
⮚ Specific Objectives.
⮚ Immediate Objectives.
⮚ Ultimate Objective.
→ General Objective
The general objective of a study states what is expected to be achieved by the
study in general terms.
→ Specific Objectives
Given that we have rightly stated the general objectives, it is advisable to break
it down into several smaller, logically connected parts. These are normally
referred to as specific objectives.
Specific objectives should systematically address the various aspects of the
problems defined under the statement of the problem and the key factors that
are assumed to influence or cause the problems.
They should specify what you will do in your study, where this study will be done,
and for what purpose.
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If formulated properly, specific objectives will facilitate the development of the
research methodology and will help the researcher to orient the collection,
analysis, interpretation, and utilization of data.
To determine through history,the duration of pregnancy,parity and the last birth
interval of pregnant women in the study;
→ Immediate Objectives

9. In addition to general objective and specific objectives, a few studies, particularly
evaluative studies, attempt to specify immediate objectives. Immediate objective
serves to indicate the focus of the proposed research in behavioral terms.
The objective should specify the following points:
● Why are we going to do the study?
● Who will conduct the study?
● When will the study be conducted?
● What are we going to study?
● Whom will the study cover?
● How will the study be conducted?
The ‘why’ question addresses the rationale and objectives of the study.
The ‘whose’ question is designed to identify the individuals, firms, or
organizationsresponsible for implementing the study, while the ‘when’ question
seeks to know the study period.
The ‘what’ question addresses the issue of a statement of the problem, including
the key variables.
The ‘whom’ question seeks to answer the population to be studied.
The ‘how’ question seeks to know the methodology to be followed, including the
research design and sampling strategy to be employed.
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→ Ultimate Objective
Most applied research studies have a statement of ultimate objective that focuses
on how the results will be used to motivate the program managers and
policymakers for implementing and executing the recommendations followed
from the survey results.
In the anemia survey, the ultimate objective may be stated as follows:-

10. It is expected that findings of the study will help in enhancing understanding of
the effect of pregnancy on hemoglobin levels of mothers and thereby guide the
physicians incorrect iron therapy for pregnant women during the different
gestational periods.
In the child nutrition survey cited above, the ultimate objectiveswere to highlight
issues that policymakersand program managersneed to address to improve the
nutrition status of children in the country.
In general, research objectives describe what we expect to achieve by a project.
Research objectives are usually expressed in lay termsand are directed as much
to the client as to the researcher.
1.6. Significance of the Study
The significance of the study is a section in the introduction of your thesis
or paper. Its purpose is to make clear why your study was needed and the
specific contribution your research made to furthering academic
knowledge in your field.
The significance of the study is a written statement that explains why your
research was needed. It’s a justification of the importance of your work
and impact it has on your research field,its contribution to new knowledge
and how others will benefit from it. The significance of the study, also
known as the rationale of the study, is important to convey to the reader
why the research work was important.
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In simple terms, the significance of the study is basically the importance
of your research. The significance of a study must be stated in the
Introduction section of your research paper. While stating the significance,
you must highlight how your research will be beneficial to the development
of science and the society in general.You can first outline the significance
in a broader sense by stating how your research will contribute to the

11. broader problem in your field and gradually narrow it down to demonstrate
the specific group that will benefit from your research. While writing the
significance of your study, you must answer questions like:
Why should your research be published?
How will this study contribute to the development of your field?
1.7. Delimitation of the Study
Scope and delimitations are two elements of a research paper or thesis.
The scope of a study explains the extent to which the research area will be
explored in the work and specifies the parameterswithin which the study
will be operating.
Thus, delimitations are the characteristics that limit the scope and
describe the boundaries of the study, such as the sample size,
geographical location or setting in whichthe study takes place, population
traits, etc.
1.8. Limitations of the Study
The limitations of the study are those characteristics of design or
methodology that impacted or influenced the interpretation of the findings
from your research. Study limitations are the constraints placed on the
ability to generalize from the results, to further describe applications to
practice, and/or related to the utility of findings that are the result of the
ways in which you initially chose to design the study or the method used
to establish internal and external validity or the result of unanticipated
challenges that emerged during the study.
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1.9. Operational definition of key terms
Operational definition of terms refers to a detailed explanation of the
technical terms and measurements used during data collection. This is
done to standardize the data. Whenever data is being collected, it is
necessary to clearly define how to collect the data. Data that is not defined
runs the risk of being inconsistent and might not give the same results

12. when the study is replicated. Often we assume that those collecting the
data understand what to do and how to complete the task. However, people
may have differing views and interpretations of the same thing, and this
will affect the data collection. The only way to ensure that the data is
consistent is by means of a detailed operational definition of terms.
1.10. Organization of the study
Shows how a realistic model can helpsystem designers and programmers
to understand the performance characteristics of the underlying
communication system.
Generally, a component of the Organization of the Study is to spotlight the
organizational "sign posts" to look for in the chapters that follow.
Specifically, a component of the Organization of the Study is to briefly
establish how each chapter is constructed to achieve your research
objectives.
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2. CHAPTER TWO
2.1. Related review related literature
A review of related literature (RRL) is a detailed review of existing literature
related to the topic of a thesis or dissertation. In an RRL, you talk about
knowledge and findings from existing literature relevant to your topic. If
you find gaps or conflicts in existing literature,you can also discuss these

13. in your review, and if applicable, how you plan to address these gaps or
resolve these conflicts through your study.
To undertake an RRL, therefore, you first need to identify relevant
literature. You can do this through various sources, online and offline.
Ensure you are saving all applicable resources because you will need to
mention them in your paper. When going through the resources, make
notes and identify key concepts of each resource to describe in the review.
Before starting the review,determine how you want to organize the review,
that is, whether you wish to discuss the resources by themes, dates,extent
of relevance, and so on.
2.2. Importance of related review related literature
✔ The purpose of a literature review is to provide foundation of knowledge
on topic
✔ Identify areas of prior scholarshipto prevent duplication and give credit
to other researchers
✔ Identify inconstancies: gaps in research, conflicts in previous studies,
open questions left from other research
✔ Identify need for additional research (justifying your research)
✔ Identify the relationship of works in context of its contribution to the
topic and to other works
✔ Place your own research within the context of existing literature making
a case for why further study is needed.
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2.3. Theoretical framework
The theoretical framework is the structure that can hold or support a
theory of a research study. The theoretical framework introduces and
describesthe theory that explains why the research problem under study
exists.
2.4. Conceptual framework

14. A conceptual framework illustrates what you expect to find through your
research.It defines the relevant variables for your study and maps out how
they might relate to each other.
You should construct a conceptual framework before you begin collecting
data. It is often represented in a visual format.
This article explains how to construct a conceptual framework for an
expected cause-and-effect relationship, incorporating relevant variables
that might influence that relationship.
A conceptual framework is a written or visual representation of an
expected relationship between variables. Variables are simply the
characteristics or properties that you want to study.
The conceptual framework is generally developed based on a literature
review of existing studies and theories about the topic.
2.5. Variable
A variable in research simply refers to a person, place, thing, or
phenomenon that you are trying to measure in some way. The best way to
understand the difference betweena dependent and independent variable
is that the meaning of each is implied by what the words tell us about the
variable you are using.
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Dependent Variable
The variable that depends on other factors that are measured. These
variables are expected to change as a result of an experimental
manipulation of the independent variable or variables.It is the presumed
effect.
Independent Variable

15. The variable that is stable and unaffected by the other variables you are
trying to measure. It refers to the condition of an experiment that is
systematically manipulated by the investigator.It is the presumed cause.
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3. CHAPTER THREE
3.1. Description of the Study Area
It is the area of your research, meaning which all categoriesyour research
falls into. Research is highly specific; mostly it is interdisciplinary and is
conducted in teams where each member is proficient in at least one
discipline needed in that research. Given the specificand interdisciplinary
nature of research, the study area for each of its members is a mixture of

16. different highly specific fields.Let’s say you are working on effectsof lasers
on neurons, then your study area can be lasers, optics, neurons,
extracellular matrix. Some of these topics are part of physics and some are
part of biology, so broadly speaking (for layman) you can say your study
area is physics and biology.
3.2. Research Philosophy
A research philosophy is a belief about the way in which data about a
phenomenon should be gathered, analyzed and used. The term
epistemology (what is known to be true) as opposed to doxology (what is
believed to be true) encompasses the various philosophies of research
approach.
3.3. Research Design
By the term ‘research’, we can understand that it’s a collection of data that
includes critical information by taking research methodologies into
consideration. In other words, it is a compilation of information or data
explored by setting a hypothesis and consequently coming up with
substantive findings in an organized way. Research can be done on an
academic as well as on a scientific basis as well. Let’s first understand
what a research design actually means.
A Research Design is simply a structural framework of various research
methods as well as techniques that are utilized by a researcher.
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The research design helps a researcher to pursue their journey into the
unknown but with a systematic approach by their side. The way an
engineer or architect frames a design for a structure; likewise the
researcher picks the design from various approaches in order to check
which type of research to be carried out.
Elements of Research Design
Here are the most important elements of a research design-
The essential elements are:-

17. ● The method applied for analyzing collected details
● Type of research methodology
● Accurate purpose statement
● Probable objections for research
● Techniques to be implemented for collecting and analyzing
research
● Timeline
● Measurement of analysis
● Settings for the research study
3.4. Research Approach
In the field of science different researchersmay assign different meanings
for the team research approach. In some publications you may see that
research approach may imply methodsof data collection and data analysis
in general and differences between qualitative and quantitative methods
in particular.
However, in our view research approach is best seen as a general plan and
procedure for conducting the study. Accordingly, approach for the
research can be divided into three categories:
● Deductive approach
● Inductive approach
● Abductive approach
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3.5. Research Methods
Research methods are the strategies, processes or techniques utilized in
the collection of data or evidence for analysis in order to uncover new
information or create better understanding of a topic.
There are different types of research methods which use different tools for
data collection.
Research methods are specific procedures for collecting and analyzing
data. Developing your research methods is an integral part of your

18. research design.When planning your methods,there are two key decisions
you will make.
First, decide how you will collect data.Your methods depend on what type
of data you need to answer your research question:
Qualitative vs. quantitative: Will your data take the form of words or
numbers?
Primary vs. secondary: Will you collect original data yourself, or will
you use data that has already been collected by someone else?
Descriptive vs. experimental: Will you take measurements of
something as it is, or will you perform an experiment?
Second, decide how you will analyze the data.
For quantitative data, you can use statistical analysis methods to test
relationships between variables.
For qualitative data, you can use methods such as thematic analysis to
interpret patterns and meanings in the data.
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3.6. Sources of Data
In this section you will provide the Board with a description of the data in
the study. Like “Participant Groups,” you can create more than one “Data
Source” to describe the various aspects of data in the study. Data sources
can include data that are already collected and data that will be collected
during the study. Data Sources can be used to describe different data
collection methods and/or tools. For many studies, creating one “data
source” will be sufficient for describing the data in the study; there are no
rules or specific requirements regarding how this section should be

19. completed but rather it is a tool to helpyou describe your study. A “Data
Source” can be “copied;” if you have similar data sources but want to
describe them individually, using the copy feature can make it easy to do
so. If you have more than one data source, you can use the “Associate
Data Source with Data Source” tool to describe how the data sources are
connected. The “Associate Data Source with Participant Groups” can be
used to describe which participant groups use what data sources. Please
note that you will be able to upload any related Data Source documents
(copies of the study instruments for example) in the “Data Source Upload”
section.
3.7. Populations, sample size, and sampling techniques
Populations
A population is the entire groupthat you want to draw conclusions about.
A sample is the specific group that you will collect data from. The size of
the sample is alwaysless than the total size of the population. In research,
a population doesn’t always refer to people.It can meana groupcontaining
elements of anything you want to study, such as objects, events,
organizations, countries, species, organisms, etc.
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Sample size
Sample size refers to the number of participants or observations included
in a study. This number is usually represented by n. The size of a sample
influences two statistical properties:
✔ The precision of our estimates and
✔ The power of the study to draw conclusions.
Sample technique

20. A sampling technique is the name or other identification of the specific
process by which the entities of the sample have been selected.
3.8. Instruments of Data collections
Data-collection instruments” means tests, questionnaires, inventories,
interview schedules or guides, ratingscales,and survey plans or any other
forms which are used to collect information on substantially identical
items from 10 or more respondents.
3.9. Procedures of Data collection
Data collection is the process of gathering and measuring information on
variables of interest,in an established systematic fashion that enables one
to answer stated research questions, test hypotheses, and evaluate
outcomes.
Data collection is defined as the procedure of collecting, measuring and
analyzing accurate insights for research using standard validated
techniques. A researcher can evaluate their hypothesis on the basis of
collected data.
Data collection is defined as the procedure of collecting, measuring and
analyzing accurate insights for research using standard validated
techniques. A researcher can evaluate their hypothesis on the basis of
collected data.
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In most cases, data collection is the primary and most important step for
research, irrespective of the field of research. The approach of data
collection is different for different fields of study, depending on the
required information.
The most critical objective of data collectionis ensuring that information-
rich and reliable data is collected for statistical analysis so that data-driven
decisions can be made for research.
3.10. Reality and Validity of Insurance

21. Reliability refers to the extent that the instrument yieldsthe same results
over multiple trials. Validity refers to the extent that the instrument
measures what it was designed to measure.
Reliability and validity are concepts used to evaluate the quality of
research. They indicate how well a method, technique or test measures
something.Reliability is about the consistency of a measure, and validity
is about the accuracy of a measure.
It’s important to consider reliability and validity when you are creating
your research design, planning your methods,and writing upyour results,
especially in quantitative research.
Reliability vs validity
What does it tell you?
The extent to which the results can be reproduced when the research is
repeated under the same conditions.
The extent to which the resultsreally measure what they are supposed to
measure.
How is it assessed?
By checking the consistency of results across time, across different
observers, and across parts of the test itself.
By checking how well the results correspond to established theories and
other measures of the same concept.
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How do they relate?
A reliable measurement is not always valid: the results might be
reproducible, but they’re not necessarily correct.
A valid measurement is generally reliable: if a test produces accurate
results, they should be reproducible.
3.11. Methods of Data Analysis

22. A method of Data Analysis is the process of systematically applying
statistical and/or logical techniques to describe and illustrate, condense
and recap, and evaluate data.
Data Analysis Methods
There are two main methods of Data Analysis:
● Qualitative Analysis
This approach mainly answers questions such as ‘why,’ ‘what’ or ‘how.’
Each of these questions is addressed via quantitative techniques such as
questionnaires, attitude scaling, standard outcomes, and more. Such
analysis is usually in the form of texts and narratives, which might also
include audio and video representations.
● Quantitative Analysis
Generally, this analysis is measured in terms of numbers. The data here
present themselves in terms of measurement scales and extend
themselves for more statistical manipulation.
3.12. Ethical consideration
What are ethical considerations in research? Ethical considerations in
research are a set of principles that guide your research designs and
practices. These principles include voluntary participation, informed
consent, anonymity, confidentiality, potential for harm, and results
communication.
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Ethical considerations in research are a set of principles that guide your
research designs and practices. Scientists and researchers must always
adhere to a certain code of conduct when collecting data from people.
The goals of human research often include understanding real-life
phenomena, studying effective treatments, investigating behaviors, and
improving lives in other ways. What you decide to research and how you
conduct that research involve key ethical considerations.

23. These considerations work to
● Protect the rights of research participants
● Enhance research validity
● Maintain scientific integrity
This article mainly focuses on research ethics in human research, but
ethical considerations are also important in animal research.
Why do research ethics matter?
Research ethics matter for scientific integrity, human rights and dignity,
and collaboration between science and society. These principlesmake sure
that participation in studies is voluntary, informed, and safe for research
subjects.
You’ll balance pursuing important research aims with using ethical
research methods and procedures. It’s always necessary to prevent
permanent or excessive harm to participants, whether inadvertent or not.
Defying research ethics will also lower the credibility of your research
because it’s hard for others to trust your data if your methods are morally
questionable.
Even if a researchidea is valuable to society, it doesn’t justify violating the
human rights or dignity of your study participants.
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Getting ethical approval for your study
Before you start any study involving data collection with people, you’ll
submit your research proposal to an institutional review board (IRB).
An IRB is a committee that checks whether your research aims and
research design are ethically acceptable and follow your institution’s code
of conduct. They check that your research materials and procedures are
up to code.

24. If successful, you’ll receive IRB approval, and you can begin collecting data
according to the approved procedures. If you want to make any changes
to your procedures or materials, you’ll need to submit a modification
application to the IRB for approval.
If unsuccessful, you may be asked to re-submit withmodifications or your
research proposal may receive a rejection. To get IRB approval, it’s
important to explicitly note how you’ll tackle each of the ethical issues that
may arise in your study.
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4. CHAPTER FOUR
4.1. Results and Discussions
The results chapter or section simply and objectively reports what you
found, without speculating on why you found these results. The
discussion interprets the meaning of the results, puts them in context,

25. and explains why they matter. In qualitative research, results and
discussion are sometimes combined.
In qualitative research, results and discussion are sometimes combined.
But in quantitative research, it’s considered important to separate the
objective results from your interpretation of them.
Results/Findings
The Results (or Findings) section follows the Methods and precedes the
Discussion section. This is where the authors provide the data collected
during their study. That data can sometimes be difficult to understand
because it is often quite technical.Do not let this intimidate you; you will
discover the significance of the results next.
Discussion
The Discussion section follows the Results and precedes the Conclusions
and Recommendations section. It is here that the authors indicate the
significance of their results. They answer the question, “Why did we get
the results we did?” This section provides logical explanations for the
resultsfrom the study. Those explanationsare often reached by comparing
and contrasting the results to prior studies’ findings, so citations to the
studies discussed in the Literature Review generally reappear here. This
section also usually discusses the limitationsof the study and speculates
on what the results say about the problem(s) identified in the research
question(s). This section is very important because it is finally moving
towards an argument. Since the researchers interpret their results
according to theoretical underpinnings in this section,there is more room
for difference of opinion.
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26. 5. CHAPTER FIVE
5.1. Summary, Conclusions, and Recommendation
5.1.1.Summary
The summary, conclusion and recommendations are the last part of
the research work. It is essential to have this in all research work, both
qualitative and quantitative. When perusing a research work (thesis or
research articles), the readers go directly to the summary, conclusion,
and recommendation and see if they could point out what the
dissertation is saying because it is common in this chapter.
The gap in the literature identified in the introduction signifies what
the scholars decided to look at, what they finally assert when their
study is done. What did it inform them, and what they are teaching us
about the matter. Did they get the expected outcomes? If so, why or
why not? The thesis is likely to be a very logical and provisional
assertion instead of a broad statement.
Almost every research study concludes by encouraging other
academics to continue the work by stating that more investigation is
necessary on the topic. Nevertheless, please do not confuse this ruling
with the thesis; it is merely a tradition. Frequently, the researchers
offer detailed information about possible future research that might or
can be undertaken in an attempt to make sense of the findings of their
research.The following steps will guide in write a good chapter five:
It is now time to go through each section and highlight the critical
statements. What information does the reader have to fully
comprehend the article’s central argument or inference? Remember
that a summary does not necessitate rephrasing every single line of the
article. The idea is to identify the main elements while excluding any
background knowledge or optional information.
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A summary of findingsreveals and summarizes the most critical factors
and outcomes of a study, including the best theoretical boundaries and

27. the finality of the substantiation for each result. It tellsthe reader what
has been done, how it has been done, and the study results. An
engaging summary of findings allows the readers to see as many or
more minor findings and just about relevant data about each result,
see effect estimates presented in various ways, and view clarifications
of the evidence supplied.
5.1.2.Conclusions
When you first skim an article, it may be useful to go straight to the
Conclusion and see if you can figure out what the thesis is since it is
usually in this final section. The research gapidentified in the introduction
indicates what the researchers wanted to look at; what did they claim,
ultimately, when they completed their research? What did it show them—
and what are they showing us—about the topic? Did they get the results
they expected? Why or why not? The thesis isnot a sweeping proclamation;
rather, it is likely a very reasonable and conditional claim.
Nearly every research article ends by inviting other scholars to continue
the work by saying that more research needs to be done on the matter.
However, do not mistake this directive for the thesis; it’s a convention.
Often, the authors provide specific details about future possible studies
that could or should be conducted in order to make more sense of their
own study’s conclusions.
After analyzing the literature,the conclusion should aid in understanding
why the study is essential to them. A conclusion is a synthesis of critical
elements, not just a description of the points or a re -statement of the
problem statement. For most research studies, one well-developed
paragraph suffices as a conclusion. However, a two- or three paragraph
conclusion may be considered necessary in some situations.
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It is vital to include a conclusion in a thesis,journal article or dissertation
to inform the readers of the strength and effect of the assertions in the
study. Concluding statements in a thesis can also aid in refocusing the

28. reader’s attention on the quality statements and verifiable details of the
research. Conclusions can also form a foundation for further research,
generate new ideas to address an issue raised in the thesis or propose
novel approaches to a problem. Consider the steps below to help you get
started when writing the conclusion of your study:
● Restate the research topic.
● Reiterate the thesis (objective of the study).
● Make a summary of the main points.
● Mention the relevance or outcomes.
● Wrap up your thoughts.
● Avoidable Issues
● Inability to be concise.
● Inability to make a statement on more significant, more important
issues.
● Failure to expose problems leads to adverse outcomes.
● Inability to provide a brief overview of what was observed.
● Failure to align the research aim and objectives.
● Refrain from apologizing.
5.1.3. Recommendations
You may have already created suggestions for future studies in the
discussion, but the recommendation is a great place to explain, taking
into account the potential ramifications of your research results for
practice and theory. The recommendations should be premised on the
conclusions of the study.
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Avoid overstating the practicability of the study. If you’re making policy,
business, or other policy implications, it’s best to structure them as
suggestions instead of instructions. Academic research aims to
educate, demonstrate, and explore rather than to instruct.

29. Make sure not to undermine the research carried out when making
recommendations for additional research. Academic research aims to
educate, demonstrate, and explore rather than to instruct.
Make sure not to undermine the research carried out when making
recommendations for additional research.
Future studies may confirm, build on, or supplement your findings,
but they should not be considered necessary to accomplish them.
Highlight the contributions. Make sure the reader understands how
the study has contributed to knowledge in the field in focus.
The suggestions for further study should address other areasthat your
study did not cover. That is, suggestions for further study should
expand on the limitations and scope of your study.
Recommendations urge specific actions to be taken with regard to
policy, practice, theory, or subsequent research. They are specific
suggestionsthat you make with regard to further researchon the topic.
For instance, you can make recommendations on subsequent research
that can be conducted, especially, if there is an interest in generalizing
the findings beyond the study’s parameters. You may have identified
gaps in the literature that should be addressed, and to which your
study may or may not have contributed.
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Referencing

30. Referencing can be described as giving credit, withcitation,to the source of information
used in one’s work. Research is a buildup on what other people have previously done
thus referencing helps to relate your own work to previous work. Unacknowledged use
and presenting someone else’s ideas as if they were your own can be used to describe
plagiarism. The University of Pretoria takes plagiarism very seriously and could lead to
the loss of marks or exclusion from the university. Referencing is important for a
number of reasons, some of which include:
It allows for acknowledgement of the use of other people’s opinions, ideas, theoriesand
inventions.
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