Summary, Conclusion, and Chapter 5

Recommendations
Chapter 5
Summary, Conclusion and Recommendations

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

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

In Chapter 5, the researcher presents the interpretation of the results given in Chapter
4. Also the researcher draw conclusion from the analysis of those results and then make
recommendation based on the analysis. In short it is where the researcher tells the reader what
the result mean and what actions should be taken in the result of the findings. 3

CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings
Conclusions
Recommendations
BIBLIOGRAPHY
Functions of Bibliography
APPENDIX
CURRICULUM VITAE

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

SUMMARY
The Summary is an overview of the study, also includes brief and concise statement of
the general objective or main purpose as well as the specific problems of the study, the
significance of the study, the methods of research used including the respondents involved in
the study; as well as the research instruments and sampling design techniques utilized in the
whole process of research. It also includes textual and numerical summary of important data
and significant results or findings of the study especially upon which the conclusion is based. 4
 Summary, Conclusion, and Chapter 5
Recommendations
Summary is a reconstruction of the major point or points of development of a text,
beginning with the main ideas, followed by the points or details that support on that idea.

QUALITIES OF A SUMMARY

A good summary should be comprehensive, concise, coherent, and independent.

TWO TECHNIQUES FOR WRITING SUMMARIES

Summarizing Shorter Texts (ten pages or fewer)

1. Write a one-sentence summary of each paragraph.

2. Formulate a single sentence that summarizes the whole text.

3. Write a paragraph (or more): begin with the overall summary sentence and follow it
with the paragraph summary sentences.

4. Rearrange and rewrite the paragraph to make it clear and concise, to eliminate
repetition and relatively minor points, and to provide transitions. The final version
should be a complete, unified, and coherent whole

Summarizing Longer Texts (eleven pages or more)

1. Outline the text. Break it down into its major sections--groups of paragraphs focused
on a common topics--and list the main supporting points for each section.

2. Write a one or two sentence summary of each section.

3. Formulate a single sentence to summarize the whole text, looking at the author's
thesis or topic sentences as a guide.

4. Write a paragraph (or more): begin with the overall summary sentence and follow it
with the section summary sentences.

5. Rewrite and rearrange your paragraph(s) as needed to make your writing clear and
concise, to eliminate relatively minor or repetitious points, and to provide transitions.
Make sure your summary includes all the major supporting points of each idea. The final
version should be a unified, complete, and coherent whole.
 Summary, Conclusion, and Chapter 5
Recommendations
Characteristic of Summary

 Summary of findings should be a short statement such as the main purpose of the study,
the population or respondents, period of the study, method of research used, research
instrument and sampling design

 Findings should be written in textual generalization, that is, a summary of the important
data consisting of text and numbers.

 Important findings should be included in the summary.

 No new information or data should be included in the summary of findings.

 Findings should be stated concisely, not explained or elaborated anymore.

In summarizing the results, KEEP IN MIND, the importance of inter-chapter consistency.

For most dissertations, the statement of the problem in Chapter 1, the explanation of the
methodology in Chapter 2, the presentation of the results in Chapter 4 and the summary
results in Chapter 5 should be organized in a consistent manner. The general-to-specific
pattern works well in summarizing the results.

Increase the clarity to the summary section by using appropriate transitional cues using
sequencing words, such as first, also, next, finally. Also number the general findings or use
bullet to highlight the findings. 5

EXAMPLE OF SUMMARY

Thesis title: “Development of a Source Material in Food Dehydration Craft

Technology for the Secondary Schools” By: Engr. Mary Rose Florence S. Cobar,
Doctor of Philosophy in Education 6

Summary

This research study used the available resources on hand to be able to incorporate the
technology aspect with the education milieu and as it progressed, data gathered and
collated, it was possible to infuse food dehydration in the restructured basic education
curriculum for the secondary level first through the teachers of the Makabayan subject.  It is
through diffusion theory that the basis of integrating food dehydration in the Makabayan
learning area has been conceptualized. Therefore, the research’s premise centers on the
conditions of the likelihood that an innovative idea may be adopted in a given culture or
system such as the Philippines’ secondary school education system And as mentioned, the
 Summary, Conclusion, and Chapter 5
Recommendations
viability of fabricating a food dehydrator for small scale livelihood can also be taught in the
secondary level as an adjunct to the food dehydration subject. This aspect of the research
study compliments the central objective of secondary education, that is, to provide young
people with opportunities to acquire skills, aptitude, values, knowledge and experience
needed to continue their education and be active and productive citizens.

In the secondary analysis of data from the experimental results of the previous
prototype unit, simultaneous multiple regressions were used to compare the values that
were calculated based on the output measured. In the statistical analysis, discrepancies in
the percentage moisture removed were discovered and can be attributed to the conditions
and materials of construction of the dehydrator unit, the very factors that influence the
outcome of the experiments that were performed.

The research study made use of a simulation program to predict moisture removal from
a hypothetical feed of food data from three fruit pieces, namely pineapple, banana and
mango based on the weight and temperature within the drying chamber.

A manual outline that can be of use to elementary and secondary school teachers to
facilitate the learning paradigm espouse by this research study.

A brief about a systems approach starting a farm or family entity in the food
dehydration business and operation.

In the design aspect, a simulated dehydrator design with recommended materials of

construction to be used that can adopted and possibly taught in the secondary level of
education subject’s Teknolohiya, Edukasyon at Pantahanan to contribute to the basic skills
that students can acquire through knowledge and understanding the theories and concepts
to be learned.

CONCLUSIONS
These are the conclusion drawn from the findings, it includes general statements,
inferences, generalization/s and implications based in the findings or results of the study. It is
usually derived from the hypotheses or assumptions of the study. The conclusion should be
guided against biases and partialities, incorrect generalizations, deductions and misleading
impressions. Concluding statement should be expressed in objective, concise, clear and
straightforward manner. 7

Characteristic of Conclusion

 Conclusion should concise, brief and short yet express all the necessary information
resulting from the study as required by the specific questions.
 Summary, Conclusion, and Chapter 5
Recommendations
 The question raised at the investigation should be properly answered by the conclusion.

 Conclusion should indicate what were learned from the inquiry. On the other hand, it
should not be drawn from the implied or indirect effects of the findings.

 Conclusion should not be the duplications of any statements anywhere in the thesis. It
can be summarized but it is necessary to worded differently and express the same
information as the statements review

 The use of qualifiers including as probably, perhaps, may be, and the like should be
avoided as much as possible so that reader may not feel that the researcher has some
doubts about their validity and reliability.  It should be written as they are 100% true
and correct.

 Conclusion should refer only to the population, area or subject of the study.

 Conclusion should be based upon the findings. There is no conclusions are not based
upon the findings. It should be logical and valid outgrowths of the findings.

These are brief, generalized statements in answer to the general and each of the specific
sub-problems. These contain generalized in relation to the population. These are general
inferences applicable to a wider and similar population. Flexibility is considered in making of
conclusions. It is not a must to state conclusions on a one-to-one correspondence with the
problems and the findings as all variables can be subsume in one paragraph. Conclusions may
be used as generalizations from a micro to a macro-level or vice versa.

How to Write the Conclusion:

 The first is to talk about whether or not the research project that you undertook
achieved its aims.

 Next, continue to relate the results of your dissertation project to the real world by
talking about any recommendations that you can make based on what you have learned

 Also, make any observations that you can at this point about the research process itself .

 Finally, the conclusion of a dissertation should close your thesis paper by summarizing

everything.
 Summary, Conclusion, and Chapter 5
Recommendations

TIPS:

 Bring out the significance of your research paper.

 Make the significance brought out in the conclusion congruent with the argument of
your paper.  

 Bring closure to the entire paper, not only by summarizing the arguments, but also by
bringing out the significance of the paper .

 Make the conclusion sell a worthwhile paper to interested readers .

 Use key terms, concepts and phrases from the introduction and body of the paper—but
don’t just repeat them .

 Make the tone of the conclusion match the tone of the rest of the paper.  

 Write the conclusion at a level of specificity/generality that matches the introduction.  

 Don’t introduce any new information into the conclusion.

 Put your best writing skills into the conclusion, especially if you are writing a thesis or
dissertation.  

 *When writing a 20-page paper, limit the conclusion to one full paragraph.  You might
take two or three paragraphs to narrow down to the finish line, but you should pack the
final punch into only one paragraph.  

Conclusion should dovetail with the findings of the study. If there are four summarized
results in the findings, there are also four conclusions. 8 This section gives an opportunity to
discussion the meaning of the result beyond what they mean statistically.

EXAMPLE OF CONCLUSION

By: Engr. Mary Rose Florence S. Cobar, Doctor of Philosophy in Education

Thesis title: “Development of a Source Material in Food Dehydration Craft
Technology for the Secondary Schools” 9

Conclusion
 Summary, Conclusion, and Chapter 5
Recommendations
Among the teachers’ knowledge bases (Shulman,1987), pedagogical content knowledge
is uniquely their province, their own special form professional understanding and how to
impart the learning specifics to their students as adjudge by this researcher will be of
primary importance in the diffusion of a new learning concept to its end recipient, the
secondary school students . In this research study, the adaptation of the food dehydration
process is expected to provide secondary school teachers a degree of ownership in filling up
a certain need to expand the students’ acquisition of knowledge that can be applied and
practiced.

Although instructional innovations, such as new methods and new materials do reach
individual classrooms via the initiative of individual teachers, they are not usually
implemented in a coordinated way because many are not actively supported by school
managers. It is in this belief that for the Makabayan learning area to be a vehicle of change
not only to the students but to the teachers as well, this study concludes that successful
management of changes to the instructional environment of schooling requires the re-
positioning of teachers as innovators. Therefore, central to the production, implementation
and evaluation of new instructional methods is the change in the teacher’s view of teaching
and learning. In the case of the Makabayan subject, the teachers became mere
implementers of the top-down policy in education. This explains the confusion that
happened in the Makabayan learning area.

After the results were analyzed based on the calculated and simulated values from the
previous experimental output, this research makes the following conclusions:

a)    In the calculated values from the experiments previously performed, there were
factors that were not taken into consideration. For instance, when the temperature was
lowered, there was still a perceived amount of moisture removed that does not correlate
with the simulated percentage removed where it follows the increase and decrease in
temperature during the dehydration process.

b)    By calculation, the residual moisture left from the test specimen can be attributed
to the variance of temperature and heated air velocity within the drying chamber.

The economic aspect or the estimated cost of the modified design of the proposed
dehydrator was included in the appendices but the materials of construction will be
included in the recommendations. As an innovation, food dehydration craft technology has
to be approached from an instrumentalist (adopter-based) perspective, the adopted being
the secondary school teachers. Therefore, a manual outline is included to serve as guide in
the possible infusion of food dehydration technology into the Makabayan subject. The
manual contains experiments that can be adopted and performed with ease by the target
recipients of this research study.
 Summary, Conclusion, and Chapter 5
Recommendations

RECOMMENDATIONS
These should be based on the conclusions, the Recommendations are usually
statements that offer solutions to the issues or problems presented and discussed in the study.
No statement should make as part of the recommendations which have not been included or
discussed in the research study.

All recommendations enumerated in the study should be practical, specific, feasible,

attainable, logical, truthful and valid. Recommendation for further study on similar topic but
done in other places and involving other respondents may be suggested to verify or amplify the
results of finding of the completed study. This final portion completes the whole process of the
research work. 10

Characteristics of Recommendations

 Recommendation should be seek to solve or help to solve problems discovered in the

investigation.

 It should be attainable, practical and feasible.

 It should be valid and rational.

 It should be addressed to person, entities or agencies, or offices who or which are ready
to implement them.

 It can be also a recommendation for the continuance of a system or recommendation

for improvement.

 It can have recommendation for further research on the same topic but different places
to verify the findings of the study.

 There should no recommendation for the problem or the things not yet discovered or
discussed.

Recommendations are based on the conclusions. This is arranged as they appear in the
findings and conclusions. In addition, recommendations must include further research of the
study. If there are four research questions in Chapter 1 and answered these four questions in
 Summary, Conclusion, and Chapter 5
Recommendations
Chapter 4, summarized the four findings and conclusions in Chapter 5, there are five
recommendations because the FIFTH RECOMMENDATION is for further research. 11

EXAMPLE OF RECOMMENDATION

By: Engr. Mary Rose Florence S. Cobar, Doctor of Philosophy in Education

Thesis title: “Development of a Source Material in Food Dehydration Craft
Technology for the Secondary Schools” 12

Recommendations
After a thorough analysis of data, the following recommendations are hereby made:

1. This research study suggests that education managers study diffusion theory for
three reasons. First, education managers and instruction technologists’ do not know
why most instructional innovations are or not adopted. Some blame teachers and a
resistance to change while the others blamed bureaucracies and lack of funding. In
the Philippine context, it’s more a case of lack in funding and political interference,
but by and large, schools are commonly viewed as resistant to change. By studying
diffusion theory, education managers may be able to explain, predict and account
for factors that influence or impede adoption and diffusion of innovations in
teaching methods. Therefore, understanding the best way to present innovations for
possible adoption of a method is through communication channels. Third, education
managers may be able to develop a systematic model for innovative methods in
teaching not only the basic courses but in the Makabayan learning area which is one
of the study area of this body of research, in simple terms:    INNOVATIVENESS =
RESOURFULNESS + ADAPTABILITY

2. Given that food dehydration in some aspects is a technological innovation, it is

useful to apply the tenets of diffusion theory to understand food dehydration’s
diffusion in the social system. Diffusion theory provides a framework that helps food
dehydration adopted, to be explained, predicted and accounted to by factors that
increase or impede the diffusion of innovation. Diffusion theory helps the teachers in
the education community identify qualities,ie. relative advantage, compatibility,
triability and observability to potential adopters. The diffusion framework also
 Summary, Conclusion, and Chapter 5
Recommendations
provides a closer look at the communication channels used to spread the word
about food dehydration, time span and the characteristics of the adopters.

3. To provide a compelling argument as to the reasons behind the actions of individuals

as adopters of an innovation, this study recommends for further research in the
actuations of the adopters through the use of the actor-network theory (ANT)
perspective. Diffusion theory approach is more of the cause and effect of innovation
while actor-network theory traces the maneuvers, compromises, twists and turns of
a negotiation as it is translated during the process of adoption. The scope of an
actor-network theory (ANT) analysis is to yield a broader understanding relative to
the professional development of the teachers concerned or attributed to in this
study. In context, diffusion theory posits an innovation (food dehydration) ought to
be adopted to be able to be diffused through a system (secondary education), while
an actor-network theory approach will be primarily concerned with tracing the
complex and contingent factors involved in the overall innovation process and the
contributory influence to the education sector.

4. For the source material, an inclusion of setting up a small home-based enterprise of

the family size unit and its system operation and management information. This
entrepreneurial segment runs parallel to what the Department of Education and the
government would or have implemented starting school year 2006-2007 in key pilot
areas, that is, business management for students in the secondary school level to
prepare them after graduation and beyond. In the food dehydration craft technology
segment, the teachers apply the study of science and technology to that of business
management and economics that can be diffused to the students by their teachers
as a learning paradigm to prepare them options after secondary school.

In the food dehydration craft technology area of this research study, the
recommendations to the new design conceived are the following:

a)    a built-in thermometer, hygrometer and psychrometer should be installed to

monitor the conditions inside the dehydrator;

b)    an additional circuit system designed to control the voltage input to the heating
element for a stable hot air supply;

c)    the material of construction to be used should be made of stainless steel so as

not to oxidize the food being dried because the prototype unit made use of
 Summary, Conclusion, and Chapter 5
Recommendations
Aluminum which is not recommended for use in food like fruits having a high acid
content;

d)    the blower fans to be used should be regulated as low, medium and high for
better regulation of the relative humidity inside the drying chamber;

e)    if the prototype dehydrator has been built, experimentations should be done on
a variety of foods to test its efficacy to deliver the desired output.

From the design simulation, the following materials of construction are needed:

Table 16. Table of Specifications

System Design

A system involving a small scale food dehydration enterprise requires minimal

capital investment and technical and management skills. But changes due to market
trends and to keep the business viable, managerial and technical skills are extremely
important in any field where income generation is of primary importance,
management knowledge is a must and that includes the teachers for whom this
research study is attributed.

In systems management, emphasis must be in integrating entrepreneurial

technology, finance and marketing strategies instead of transfer of technique only
and the most ignored factor, gut feel of the economic factors to be considered.

Generally speaking, summary of the findings, conclusions and recommendations MUST BE

consistent with each other.
 Summary, Conclusion, and Chapter 5
Recommendations

BIBLIOGRAPHY
Bibliography s third to the last part if a research paper, thesis or dissertation. This is the
listing source materials used in the study which researcher has read or quoted brief statements
and acknowledged. The surname of authors are arranged in alphabetical other. This page
followed the recommendations and is placed at the middle heading of a page and in all capital
letters. 13

FUNCTIONS OF BIBLIOGRAPHY
Bibliography functions and these are:

1. To give reader the scope of the research paper.

2. To determine if a particular work has been used.
3. To provide the reader foundation for further research.
4. To allow the readers to find out easily the full bibliography information for
materials referred to in parenthical noted.

Citation / Formats 14

 For a book:
 Author (last name first). Title of the book. City: Publisher, Date of publication.
 EXAMPLE: 

Dahl, Roald. The BFG. New York: Farrar, Straus and Giroux, 1982.
 For an encyclopedia:
 Encyclopedia Title, Edition Date. Volume Number, "Article Title," page numbers.
 EXAMPLE:

The Encyclopedia Britannica, 1997. Volume 7, "Gorillas," pp. 50-51.

 For a magazine:
 Author (last name first), "Article Title." Name of magazine. Volume number, (Date): page
numbers.
 Summary, Conclusion, and Chapter 5
Recommendations
 EXAMPLE:

Jordan, Jennifer, "Filming at the Top of the World." Museum of Science Magazine. Volume 47,
No. 1, (Winter 1998): p. 11.
 For a newspaper:
 Author (last name first), "Article Title." Name of newspaper, city, state of publication.
(date): edition if available, section, page number(s).
 EXAMPLE:

Powers, Ann, "New Tune for the Material Girl." The New York Times, New York, NY. (3/1/98):
Atlantic Region, Section 2, p. 34.
 For a person:
 Full name (last name first). Occupation. Date of interview.
 EXAMPLE:

Smeckleburg, Sweets. Bus driver. April 1, 1996.

 For a film:
 Title, Director, Distributor, Year.
 EXAMPLE:

Braveheart, Dir. Mel Gibson, Icon Productions, 1995

 CD-ROM:
 Disc title: Version, Date. "Article title," pages if given. Publisher.
 EXAMPLE:

Compton's Multimedia Encyclopedia: Macintosh version, 1995. "Civil rights movement," p.3.
Compton's Newsmedia.
 Magazine article:
 Author (last name first). "Article title." Name of magazine (type of medium). Volume
number, (Date): page numbers. If available: publisher of medium, version, date of issue.
 EXAMPLE:

Rollins, Fred. "Snowboard Madness." Sports Stuff (CD-ROM). Number 15, (February 1997): pp.
15-19. SIRS, Mac version, Winter 1997.
 Newspaper article:
 Author (last name first). "Article title." Name of newspaper (Type of medium), city and
state of publication. (Date): If available: Edition, section and page number(s). If
available: publisher of medium, version, date of issue.
 EXAMPLE:
 Summary, Conclusion, and Chapter 5
Recommendations
Stevenson, Rhoda. "Nerve Sells." Community News (CD-ROM), Nassau, NY. (Feb 1996): pp. A4-5.
SIRS, Mac. version, Spring 1996.
 Online Resources
 Internet:
 Author of message, (Date). Subject of message. Electronic conference or bulletin
board (Online). Available e-mail: LISTSERV@ e-mail address
 EXAMPLE:

Ellen Block, (September 15, 1995). New Winners. Teen Booklist (Online). Helen

Smith@[Link]
 World Wide Web:
 URL (Uniform Resource Locator or WWW address). author (or item's name, if
mentioned), date.
 EXAMPLE: (Boston Globe's www address)

[Link] Today's News, August 1, 1996.

APPENDIX

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

General rules for organizing a dissertation appendix

 If you include a dissertation appendix, it should be placed before the Bibliography;

 You have to start each appendix on a new page;

 Dissertation appendices are usually numbered 1, 2, 3 or A, B, C;

 Dissertation appendices should be mentioned in the Table of Contents.

Information to be included into your dissertation appendix:

This part of your project includes so-called visual aids and some additional information
that helps to get your work better.
  Things that are referred to as visual aids and that should appear in a dissertation
appendix are diagrams, graphs, tables, maps, some pictures and calculations, etc.
 Summary, Conclusion, and Chapter 5
Recommendations
 
Other information that can be important to understand your project:

 Questionnaires, although the results should be presented in the body of your

thesis/dissertation;

 Descriptions of some tools and equipment used to obtain necessary results;

 Raw data appears in appendices, while analyzed and summarized data is presented in
the body of your paper.

CURRICULUM VITAE

A curriculum vitae (CV, also spelled curriculum vitæ) provides an overview of a person's

life and qualifications. It is a biography of the researcher, the education background,
accomplishment and all. 16

What is a Curriculum Vitae? 17

In the United States, a curriculum vitae, often called a CV or vitae is used when applying
for academic and research positions, fellowships, and grants.

A CV is longer than a résumé (at least two pages) and represents your accomplishments,
areas of expertise, and professional skills in a detailed and organized manner. It is best to
discuss any special CV formatting your field may require with a mentor or trusted member in
your department (i.e., faculty member or adviser). As with a résumé, you may need different
versions of a CV for different types of positions.

Vitae Categories

A CV is a summary of your educational and academic background as well as teaching, research,

and service/engagement experience, publications, presentations, honors and awards,
affiliations, and other details. Include the categories below which best highlight your
experience.

Personal Contact Information

Name, address, phone number, e-mail, online portfolio (if applicable).

Education
 Summary, Conclusion, and Chapter 5
Recommendations
Degree, major, institution (city & state), and date of completion (or expected date of
completion). List the most recent or expected degree first, writing in reverse chronological
order.

Dissertation or Thesis

Include title and brief description of research work.

Competencies/Expertise

Include scholarly interests, professional competencies, educational highlights, scholarly

proficiencies, areas of expertise, areas of experience, areas of concentration, academic
interests, research interests, and professional interests.

Professional Experience

This section will be divided into multiple categories to highlight academic work and
contributions.  Subcategories

 Teaching: Courses taught, student advising, guest lectures, trainings, seminars

conducted, workshops conducted, and/ or invited lectures

 Research

o Presentation Experience: Scholarly presentations, conference presentations,

workshop presentations, conference leadership, conference papers presented,
and/or poster presentations

o Publications: Published works, books/book reviews, professional papers, articles,

conference papers, reviews, and/or exhibitions

 Service/Engagement

o Academic Service/Leadership: Academic service, professional services,

departmental or university committees, groups or task forces served or led,
faculty leadership/governance, professional association leadership, professional
association activities, outreach program, conference review service, community
service relevant to discipline

o Professional Memberships: Memberships, affiliations, professional association

memberships, scholarly societies, conference presentations
 Summary, Conclusion, and Chapter 5
Recommendations
 Professional Work Experience

o Academic Service/Leadership: Academic service, professional services,

departmental or university committees, groups or task forces served or led,
faculty leadership/governance, professional association leadership, professional
association activities, outreach program, conference review service, community
service relevant to discipline

o Professional Experience: Professional overview, professional background,

teaching experience, experience summary, experience highlights, research
experience, research overview, administrative experience, consulting experience

o Work Experience: Internships, teaching assistantships, research assistantships,

graduate fieldwork, graduate practicum, graduate internship, professional
achievements, career achievements, career highlights, professional work
experience

Professional Development

List special trainings or conferences attended to develop professional skills. For example:
Preparing for Future Faculty training, WebCT Vista Technology training, or SPSS Statistical
Software competency.

Honors, Awards, Fellowships, Scholarships

List recognition received from a college, university, association, or honorary society.

Other Categories

 Languages/International: International study, study abroad, research abroad, language

competencies, languages

 Licenses/Certifications: Professional certification, certification, licensure, special

training, endorsements

 Credentials: Placement/Credential file, dossier, references, recommendations

 Summary, Conclusion, and Chapter 5
Recommendations

SOURCES
1 Thesis Writing, A Manual for Researchers, Rahim, F. Abdul, New Age International (P) Limited Publishers, page 91

2 Writing the Winning Thesis or Dissertations, A Step-by-Step Guide, Glatthorn, Allan A., Second Edition, Corwin Press, page 203

3 [Link]

4 Thesis Writing, A Manual for Researchers, Rahim, F. Abdul, New Age International (P) Limited Publishers, page 91

5 Writing the Winning Thesis or Dissertations, A Step-by-Step Guide, Glatthorn, Allan A., Second Edition, Corwin Press, page 205-206

6 [Link]

7 Thesis Writing, A Manual for Researchers, Rahim, F. Abdul, New Age International (P) Limited Publishers, page 91

8 Research Methods and Thesis Writing, Paler-Calmorin, Laurentina, Rex Publishing House, Second Edition, page 326

9 [Link]

10 Thesis Writing, A Manual for Researchers, Rahim, F. Abdul, New Age International (P) Limited Publishers, page 92

11 Research Methods and Thesis Writing, Paler-Calmorin, Laurentina, Rex Publishing House, Second Edition, page 326

12 [Link]

13 Research Methods and Thesis Writing, Paler-Calmorin, Laurentina, Rex Publishing House, Second Edition, page 326
 Summary, Conclusion, and Chapter 5
Recommendations
14 [Link]

15 [Link]

16 [Link]

17 [Link]

Bernabe, Jemuel ADPR Research

Mangahas, Alyssa Dane Prof. Jerielyn Reyes

Mationg, Marysue

Mendoza, Michael

Mina, Charity

Monte, Marc Justin

 Summary, Conclusion, and Chapter 5
Recommendations
Reyes, Rose Anne

Ricardo, Catrina Rasha

Tarriela, Vina

Villanueva, Jerwin

BAPR3-2d