Transforming Findings into Insights: Creating Meaningful Discussion and Conclusion
- Boon Yih Mah
- Jul 7
- 13 min read
The final chapter of a postgraduate thesis holds significant importance as it marks the culmination of the entire research journey. It allows the student to interpret and contextualise their findings about existing academic literature and propose potential avenues for future research. This pivotal chapter is commonly structured into sections such as Discussion, Conclusion, and Recommendations. Chapter Five: Discussion and Conclusion is the bedrock of the thesis's contribution to the academic field.
This thesis chapter culminates the research and findings, reflecting students' ability to think critically and apply their knowledge. This well-crafted section is essential for summarising key discoveries and their significance. When crafting impactful discussions, conclusions, and recommendations, postgraduate students also need to consider the differences between qualitative and quantitative methodologies, as each approach shapes how findings are interpreted and discussed, conclusions are drawn, and recommendations are made.
A. Discussion
The discussion section plays a crucial role in interpreting the research findings. It is the space where students critically analyse the results concerning the research objectives, existing literature, and theoretical frameworks used in the study. Rather than reiterating the results, the discussion explains why they occurred, what they mean, and how they fit within the broader academic discourse.
a. Steps
Interpret results in the context of the literature.
One key aspect of the discussion is situating the research findings within the context of the existing literature.
Students should compare their results with similar studies, highlighting consistencies or divergences.
If a thesis examines the effects of a particular teaching method on student performance and the results align with those of earlier studies, this strengthens the argument that the process is generally effective.
If the findings contradict previous research, possible reasons should be explored, including methodological differences, sample size, or contextual factors (Thomas, 2020).
This shows a critical engagement with the field and understanding its complexities.
Highlight key insights and unexpected results.
It’s important to highlight both the anticipated and unexpected results.
While expected findings confirm the validity of the hypotheses or research questions, unexpected outcomes often provide the most significant opportunities for contribution.
These unexpected results should be analysed to determine whether they reveal new phenomena or point to potential areas of improvement in the research design.
For example, research on consumer behaviour shows younger consumers are less receptive to digital advertising than expected.
Such findings could prompt further investigation into specific demographic or psychological factors that influence behaviour (Silverman, 2019).
Address limitations and potential biases.
Students must also acknowledge the limitations of their study.
While it can be tempting to emphasise the research's strengths, identifying limitations such as small sample sizes, methodological weaknesses, or potential biases adds credibility to the thesis.
This transparency allows readers to assess the findings' validity critically and helps future researchers design better studies by building on the recognised weaknesses (Smith & Lewis, 2021).
For example, a study on the impact of social media usage might be limited by self-reported data, which is prone to bias.
Acknowledging this limitation strengthens the integrity of the research by being upfront about potential shortcomings.
b. Qualitative vs. Quantitative
Qualitative methodology
Data interpretation
In qualitative research, the discussion focuses on interpreting non-numerical data, such as themes, patterns, and narratives.
The findings are often open to multiple interpretations, and students are expected to engage deeply with the context and meaning behind the data.
Analyse the underlying themes and patterns discovered through interviews, focus groups, or observations.
Provide rich, detailed explanations of the findings, often connecting them to participants' experiences or social contexts (Creswell & Poth, 2018).
For example, suppose a qualitative study explores teacher-student relationships.
In that case, the discussion might focus on how teachers’ communication styles influence student engagement, using detailed quotes from interviews to highlight the nuanced interactions.
Link to theory
Qualitative discussions often emphasise theory.
Students must explain how their findings contribute to, challenge, or extend existing theories.
Relate findings to theoretical frameworks that guided the research, such as grounded theory or phenomenology.
Quantitative methodology
Data interpretation
In quantitative research, the discussion focuses on statistical results.
The interpretation is generally more objective and structured around specific hypotheses or research questions.
Discuss the significance of the statistical results, such as correlations or regressions, about the hypotheses.
For example, a study analysing student performance data might discuss the relationship between study hours and exam scores, explaining the degree of correlation found and its statistical significance.
Focus on generalisability
Quantitative discussions often emphasise how much the results can be generalised to a broader population.
The reliability and validity of the data are key aspects of the discussion.
Address how the findings can be generalised to a larger population based on the sample size and study design (Field, 2017).
c. Dos and Don'ts
Dos
Link your findings to the literature.
Compare and contrast your results with previous studies to show how your research fits within the field.
If your findings align with existing studies, highlight the consistency.
If they differ, explore why this might be the case.
Address both expected and unexpected findings.
Discuss any unexpected outcomes thoroughly.
These unexpected results can often be the most interesting and open new avenues for future research.
Acknowledge the limitations of your study.
Being transparent about your study's weaknesses, such as sample size or methodology, can strengthen your thesis by demonstrating a realistic and honest approach to research.
For instance, stating, "One limitation of this study was the relatively small sample size, which may affect the generalizability of the findings," adds credibility.
Structure your discussion around your research questions.
Address each research question or hypothesis individually, analysing how your results answer or contradict the initial research goals.
This helps keep your discussion focused and logical.
Don’ts
Don’t merely restate your results.
The discussion is not the place to summarise findings again.
Instead, focus on interpreting what the results mean about your research questions and the literature.
Don’t ignore conflicting data.
If your findings contradict previous studies, don’t stop addressing this.
Ignoring conflicting results undermines your critical analysis.
Acknowledge the limitations of your findings and avoid making sweeping generalisations (Smith & Lewis, 2021).
Don’t introduce new data or results.
The discussion should only interpret and analyse the results presented in earlier chapters.
Introducing new data at this stage can confuse the reader and make your argument less coherent (Miller & Clark, 2021).
B. Conclusion
In the context of a thesis, the conclusion offers students a significant opportunity to articulate the study's importance, demonstrate precisely how the research objectives have been satisfactorily attained, and expound upon the broader implications and applications of the results garnered from their research efforts. While the conclusion is expected to be more concise than the comprehensive discussion section, it nevertheless functions as a potent encapsulation of the entire research journey, effectively summarising the essence of the study and its outcomes.
a. Steps
Revisit research questions and objectives.
A well-written conclusion revisits the research questions or objectives in the introduction, providing direct answers based on the findings.
This section should summarise how each research question has been addressed, offering concise yet comprehensive reflections on the answers.
A study investigating the impact of remote work on employee productivity might conclude, "The findings suggest that remote work can enhance productivity in knowledge-based jobs, particularly when employees are provided with flexible schedules and adequate digital tools" (Jones, 2018).
This approach ensures that the conclusion remains focused and directly linked to the research questions.
Explore broader implications of the findings.
Beyond summarising key results, the conclusion should explore the broader implications of the research.
These could include theoretical contributions, practical applications, or social impacts.
For example, a study on environmental sustainability in urban planning might conclude by suggesting that the findings could inform future government policies aimed at reducing carbon footprints in cities.
It is also useful to consider the interdisciplinary implications of the research.
Findings in one field may have significant relevance in another, and this multidisciplinary approach adds to the value of the thesis (Brown & Green, 2020).
b. Qualitative vs. Quantitative
Qualitative methodology
Focus on themes and context.
Qualitative conclusions often revolve around a deeper understanding of social or psychological phenomena grounded in the specific context of the research.
Summarise the key themes and how they provide insight into the research question.
For example, if the research investigates the experiences of healthcare workers during the COVID-19 pandemic, the conclusion might emphasise how different coping strategies shaped their resilience.
Subjectivity and reflexivity
Qualitative researchers often acknowledge their role in shaping the findings, emphasising the research's subjective nature.
Reflect on how the researcher’s perspective may have influenced the data collection and analysis process.
Quantitative methodology
Summarise key results.
Quantitative conclusions tend to be more concise and focused on summarising key numerical results that answer the research hypotheses or objectives.
State whether the hypotheses were supported or rejected based on the statistical analysis.
Highlight the most significant results and their implications for theory or practice.
For example, the data showed a statistically significant increase in test scores among students who studied for more than 10 hours per week, supporting the hypothesis that increased study time improves academic performance (Field, 2017).
Objectivity
Conclusions in quantitative research are often presented as definitive outcomes based on objective data, with less emphasis on subjective interpretation.
Present findings objectively, without personal or theoretical bias.
c. Dos and Don'ts
Dos
Summarise your key findings concisely.
Briefly revisit the most important results and how they address your research questions.
The study demonstrated that implementing a blended learning approach significantly improved student engagement in higher education.
Do reflect on the significance of your research.
Highlight the broader implications of your study.
Does it contribute to a new understanding of the topic?
Does it offer practical applications?
Emphasise the relevance of your research to both academia and practice.
Do keep it focused and brief.
The conclusion should be a concise wrap-up of your research.
Avoid long, drawn-out explanations that may confuse the reader.
Align your conclusion with your introduction.
Ensure that your conclusion refers to the research objectives or questions in the introduction.
This creates a logical flow and reminds the reader of the purpose of your study.
Don'ts
Don’t introduce new arguments or evidence.
The conclusion is not the place for new ideas or findings.
Instead, it should focus on summarising the research already conducted.
Don’t undermine your work.
While it is important to acknowledge limitations, avoid downplaying the significance of your study in your conclusion.
Don’t make unsupported statements.
Any claims made in the conclusion should be fully backed by the data and analysis presented earlier.
For example, if you state that your findings have broad policy implications, ensure that you have discussed these implications in the previous sections.
Don’t be overly ambitious.
Avoid exaggerating the impact of your research, especially if it is preliminary or exploratory (Silverman, 2019).
C. Recommendations
The recommendations section is crucial in linking the research findings with potential applications in real-world scenarios, future practice, or further research. While some theses may prioritise academic contributions, including practical recommendations targeting policymakers, practitioners, or industry leaders is becoming increasingly common. This section is an invaluable platform for postgraduate students to showcase how their research can directly impact and be applied in real-world settings.
a. Steps
Provide practical applications.
Practical recommendations should be directly derived from the findings.
For example, a thesis on improving student engagement in online learning environments might recommend that educational institutions invest in more interactive and adaptive learning platforms to cater to diverse learning styles (Miller & Clark, 2021).
These recommendations should be realistic and actionable, demonstrating how the research can lead to positive change in practice.
Suggesting future research directions.
In addition to practical applications, students should also propose areas for future research.
These recommendations should not be vague.
Rather than simply stating that "further research is needed," students should identify specific gaps in the current research and suggest ways in which these gaps could be addressed.
For example, suppose a study on mental health interventions for adolescents reveals a lack of data on rural populations.
In that case, a recommendation might state, "Future studies should focus on the effectiveness of these interventions in rural settings, where access to mental health services may differ significantly" (Anderson, 2022).
This level of specificity adds value to the research by guiding future scholars toward meaningful avenues of inquiry.
For a study on remote work, recommendations could include:
For organisations
Implement flexible work hours to improve employee well-being and productivity.
For policymakers
Develop guidelines for remote work that ensure equal access to digital infrastructure.
For future research
Investigate the long-term effects of remote work on employee career advancement, particularly in industries that rely on face-to-face interaction.
b. Qualitative vs. Quantitative
Qualitative Methodology
Tailored and contextualised recommendations
Recommendations in qualitative studies are often specific to the context of the study and may not be as easily generalisable as those in quantitative research.
Offer recommendations based on the unique experiences or patterns observed in the study, often addressing specific populations or practices.
For example, in a qualitative study on mental health services, recommendations might include improving communication strategies between mental health practitioners and patients based on observed communication barriers in the data (Creswell & Poth, 2018).
Focus on process or understanding.
Recommendations may focus on improving processes, developing new frameworks, or encouraging further exploration of certain phenomena.
Suggest further in-depth research on aspects that emerged during the study, such as cultural influences or personal experiences that were particularly significant.
Quantitative Methodology
Generalisable recommendations
Recommendations in quantitative research are often broader and based on statistical evidence, making them more applicable to general populations.
Based on the findings, provide recommendations that can be implemented at a larger scale.
For example, a study on workplace productivity might recommend specific managerial strategies that increase productivity across various industries (Field, 2017).
Actionable and evidence-based
Recommendations typically focus on applying numerical findings to practice, policies, or further research.
They tend to be more concrete and specific compared to qualitative recommendations.
Based on statistically significant findings, suggest specific actions organisations, policymakers, or practitioners can take.
For example, suppose a quantitative study on diet and health finds a significant relationship between sugar intake and obesity rates.
The recommendations might include public health campaigns to reduce sugar consumption in that case.
c. Dos and Don'ts
Dos
Base your recommendations on your findings.
Ensure that every recommendation you make stems from the results of your study.
For example, it could be sounded as "Based on the findings that remote work increases productivity, organisations should consider offering flexible working arrangements to enhance employee performance" (Miller & Clark, 2021).
Do provide actionable and specific recommendations.
Vague recommendations like "future research should explore this topic further" are less useful than specific, actionable suggestions.
Instead, concrete ideas should be offered, such as, "Further research should investigate the impact of remote work on career progression in the technology sector."
Do consider multiple stakeholders.
If applicable, provide recommendations for different groups, such as policymakers, industry leaders, or educators.
For example, a study on sustainable agriculture might offer recommendations for farmers and government agencies.
Do prioritise recommendations based on feasibility.
Not all recommendations are equally practical or feasible.
Make sure to highlight which suggestions are immediately actionable and which require further investigation (Anderson, 2022).
Don'ts
Don’t make recommendations that are unsupported by your data.
Ensure that each recommendation is based on the evidence presented in the study.
Avoid overgeneralising beyond the scope of your research findings.
Don’t be vague.
Avoid general recommendations such as "more research is needed."
Be specific about what future studies should focus on and how they could address gaps in the current literature.
Don’t disregard ethical or practical constraints.
If there are ethical or practical limitations that would affect the implementation of your recommendations, these should be acknowledged.
For example, a recommendation to increase data collection in certain sensitive areas should consider privacy and ethical concerns.
Don’t ignore alternative interpretations.
Be open to the idea that others might interpret your findings differently.
Acknowledge this possibility and suggest how future research could explore alternative hypotheses or methods.
D. Tips for Writing an Effective Final Chapter
To compose a cohesive and impactful final chapter, students should concentrate on adopting a structured and comprehensive approach that effectively integrates their research findings with the existing literature and outlines potential future avenues of exploration. The following are some tips that can be employed to accomplish this objective and future avenues of exploration.
a. Plan early and stay organised.
Effective discussions and conclusions are not written at the last minute.
From the start of data analysis, students should note emerging themes, anomalies, and interesting findings that can be explored in the final chapter.
Creating an outline that connects the research questions to key findings and relevant literature can prevent disjointed or repetitive sections.
Planning ensures a logical flow from results to conclusions (Thomas, 2020).
b. Avoid jargon and ensure clarity.
While a thesis is an academic document, the final chapter should avoid unnecessary jargon and complex language that might obscure the main points.
Clarity ensures that a broad academic audience understands the findings, interpretations, and recommendations easily.
Clear, concise language will help students articulate their research contributions effectively (Jones, 2018).
c. Seek peer and supervisor feedback.
The final chapter is often the most challenging to write because it requires synthesising large amounts of information.
Students should seek feedback from their peers or supervisors to improve coherence and clarity.
Regular revisions and external perspectives can help identify weaknesses in the argument, unnecessary repetition, or areas that need further elaboration (Silverman, 2019).
This revision process can greatly enhance the overall quality of the final chapter.
To Sum Up...
The final chapter of a thesis serves as the culmination of all the research efforts. It is essential for postgraduate students to carefully craft a robust discussion, conclusion, and recommendations section, as this enables them to underscore the significance of their work, showcase critical thinking skills, and lay a solid groundwork for future research endeavours. It is crucial to interpret the findings effectively, derive logical conclusions, and put forth actionable recommendations to guarantee that the research leaves a lasting imprint on the field of study.
Effective discussions, conclusions, and recommendations in qualitative and quantitative research are essential for postgraduate students. Qualitative methodologies emphasise interpretation, depth, and contextual understanding, whereas quantitative methods focus on objectivity, statistical significance, and generalisability. Understanding these differences allows students to present their findings in a manner appropriate to their chosen research approach, making their final chapters more impactful and aligned with academic expectations.
Sections | Qualitative Methodology | Quantitative Methodology |
Discussion | Interprets themes and patterns, often with multiple perspectives and contextual depth. Links back to theory. | Focuses on statistical results, generalisability, and objective analysis of numerical data. |
Conclusion | Emphasises the understanding of complex phenomena and researcher reflexivity. Summarises key themes and subjective insights. | Summarises key results, confirming or rejecting hypotheses, emphasising objectivity and generalisability. |
Recommendations | Tailored to specific contexts, often focused on improving processes or understanding social phenomena. | Actionable, broad recommendations based on statistically significant findings are often generalisable to larger populations. |
References
Anderson, P. (2022). Research methods in postgraduate studies: A guide for students. Academic Press.
Brown, R., & Green, S. (2020). Writing for success in academic research. University Press.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
Field, A. (2017). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
Jones, T. (2018). The art of crafting conclusions in academic writing. Journal of Research Writing, 15(3), 123-134.
Miller, H., & Clark, J. (2021). Practical research and real-world applications. Research Publishers.
Silverman, D. (2019). Balancing findings and limitations in thesis writing. Educational Research Review, 20(2), 45-58.
Smith, A., & Lewis, J. (2021). Using visual aids to enhance academic writing. Research Methods Quarterly, 12(1), 78-90.
Thomas, L. (2020). Interpreting findings in qualitative research. Qualitative Research Methods, 17(4), 210-227.
Let's Recall...
What are the key components of an effective discussion section in a thesis?
How can unexpected findings contribute to the overall impact of the research?
What strategies can postgraduate students use to make their recommendations specific and actionable?
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