chapter 4 format in research

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How To Write Chapter Four Of Your Final Year Project (Data Analysis And Presentation) | ResearchWap Blog

• Posted: Monday, 06 July 2020
• By: ResearchWap Admin

Easiest steps to write chapter four of your final year project effectively and perfectly with ease.

In writing the final year project, Students at times find it difficult to document their findings properly. In every research project, chapter four is the heart of the research work and sometimes, supervisors do not even start the reading of the research work from chapter one, but they jump to chapter four because that is the chapter that tells the reader all that was done, the instrument you used, how you analyzed your data and finally your findings.

The purpose of this chapter four in your final year project is to summarize the collected data and the statistical treatment, and or mechanics of analysis. The first paragraph should briefly restate the problem, taken from Chapter one, and explain the object of each experiment, question, or objective, point out salient results, and present those results by the table, figure, or other forms of summarized data. Select tables and figures carefully. Some studies are easier to defend if all the raw data is in this chapter; some are better if the bulk of the raw data is in an appendix.

Also, read this article - Step By Step Guide To Write A Good Research Proposal

Chapter four of a Qualitative Research work carries different titles such as ‘Analysis of Data’, ‘Results of Study’, ‘Analysis and Results’ and so forth but the keywords are ‘analysis’ and ‘results’ which implies that you have ‘analyzed’ the raw data and presenting the ‘results’ or what you discovered in the fieldwork carried out, in this Chapter.

Studies have shown that a greater number of students always find it difficult to document their findings correctly. You may have done a good job writing Chapter one (Introduction), Chapter two (Literature Review), and Chapter three (Methodology) with such clarity and end up making a mess of Chapter four (Findings and Data Analysis).

Since chapter four is the heart of your research work and if your supervisor does not start the reading of your work from chapter one, but jump to chapter four which you have spent so much time collecting and analyzing data but do a poor job of reporting the results of the findings.

Also, read this article - Step By Step Instructions To Design And Develop A Questionnaire For A Final Year Project

Alternatively, after collecting all the data and your presentation of your results lack organization and clarity, your reader would struggle by trying to figure out what you have written, and by this, you’ve just wasted your precious time and possibly the cost of compiling the chapter.

Chapter four should ‘stand-alone:

 what does this mean?

This means that you could ask a friend to read it and he or she would understand what you discovered in your study without having to read Chapters one to three.

For you to achieve this, your chapter four should be aligned to the purpose of the study, the research questions, why the study was important, how it connects to the underlying theories, literature review, and reflective of the conceptual framework. Chapter four is the culmination of your study and represents your best thinking and how you answered the research question you had formulated and stated in chapter one of the research project.

Also, Read This Article – How To Write Effective Research Project Abstract

A good researcher should begin this chapter with two or three introductory paragraphs. A transition from chapter three is very important too. The researcher should also provide a very brief review of the overall research design. It is not necessary to list all of the secondary questions and hypotheses at the beginning of the chapter, but the introductory section of the chapter should focus the reader’s attention on the primary research question and hypothesis.

Don’t border detailing everything, the bulk of the chapter will consist of the presentation of findings for the secondary questions and hypotheses set forth in Chapter three.

In quantitative research, the results usually begin with a description of the sample, For example, the sample size, description of participants who were excluded, and why the handling of missing data.

Also, the descriptive statistics.  For example, frequencies and percentages for categorical variables, means, standard deviations, and ranges for continuously measured variables are presented, and the normality of continuously measured variables is usually presented.

Address each hypothesis in turn, presenting a description of the analysis that was computed to address each hypothesis and the results of that analysis. State whether the null hypothesis was rejected.

Also, Read This Article - Trending Project Topics For Final Year Students At A Glance

Do not repeat in tedious prose that it is obvious for a knowledgeable peer to see at a glance.  The dissertation advisor usually has an opinion about the level of detail needed in this chapter.  Table titles and figure captions should be understandable without reading the chapter text.

Note all relevant results, even those that were contrary to the alternative hypotheses, or those that tend to distract from clear determinations.

Chapter Four Table Of Content

• Introduction to the Chapter.
• A transition from chapter three. (Very important)
• Provide a brief overview of the research project: as I stated earlier, chapter four should be able to stand alone, this means it should be presented in such a way that one can read it and understand everything about your study, this means that a BRIEF overview of the research project is very important in this chapter.
• Describe the purpose of the chapter.
• Explain the organization of the chapter.
• Data Analyses and Presentation of the Findings: this is the heart of this chapter, the presentation of the findings should be very concise and clear, make sure that you present it in such a way that even a layman can understand it.
•  State null hypothesis.
• Present the statistical results in a table.
• Draw statistical conclusions for accepted and rejected hypotheses.
• Draw a preliminary research conclusion
• Conclusion and Transition to Chapter Five

Also, Read This Article - How To Develop Effective And Unique Project Topics

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Online Guide to Writing and Research

The research process, explore more of umgc.

• Online Guide to Writing

Structuring the Research Paper

Formal research structure.

These are the primary purposes for formal research:

enter the discourse, or conversation, of other writers and scholars in your field

learn how others in your field use primary and secondary resources

find and understand raw data and information

For the formal academic research assignment, consider an organizational pattern typically used for primary academic research.  The pattern includes the following: introduction, methods, results, discussion, and conclusions/recommendations.

Usually, research papers flow from the general to the specific and back to the general in their organization. The introduction uses a general-to-specific movement in its organization, establishing the thesis and setting the context for the conversation. The methods and results sections are more detailed and specific, providing support for the generalizations made in the introduction. The discussion section moves toward an increasingly more general discussion of the subject, leading to the conclusions and recommendations, which then generalize the conversation again.

Sections of a Formal Structure

The introduction section.

Many students will find that writing a structured  introduction  gets them started and gives them the focus needed to significantly improve their entire paper. 

Introductions usually have three parts:

presentation of the problem statement, the topic, or the research inquiry

purpose and focus of your paper

summary or overview of the writer’s position or arguments

In the first part of the introduction—the presentation of the problem or the research inquiry—state the problem or express it so that the question is implied. Then, sketch the background on the problem and review the literature on it to give your readers a context that shows them how your research inquiry fits into the conversation currently ongoing in your subject area. 

In the second part of the introduction, state your purpose and focus. Here, you may even present your actual thesis. Sometimes your purpose statement can take the place of the thesis by letting your reader know your intentions. 

The third part of the introduction, the summary or overview of the paper, briefly leads readers through the discussion, forecasting the main ideas and giving readers a blueprint for the paper. 

The following example provides a blueprint for a well-organized introduction.

Example of an Introduction

Entrepreneurial Marketing: The Critical Difference

In an article in the Harvard Business Review, John A. Welsh and Jerry F. White remind us that “a small business is not a little big business.” An entrepreneur is not a multinational conglomerate but a profit-seeking individual. To survive, he must have a different outlook and must apply different principles to his endeavors than does the president of a large or even medium-sized corporation. Not only does the scale of small and big businesses differ, but small businesses also suffer from what the Harvard Business Review article calls “resource poverty.” This is a problem and opportunity that requires an entirely different approach to marketing. Where large ad budgets are not necessary or feasible, where expensive ad production squanders limited capital, where every marketing dollar must do the work of two dollars, if not five dollars or even ten, where a person’s company, capital, and material well-being are all on the line—that is, where guerrilla marketing can save the day and secure the bottom line (Levinson, 1984, p. 9).

By reviewing the introductions to research articles in the discipline in which you are writing your research paper, you can get an idea of what is considered the norm for that discipline. Study several of these before you begin your paper so that you know what may be expected. If you are unsure of the kind of introduction your paper needs, ask your professor for more information.  The introduction is normally written in present tense.

THE METHODS SECTION

The methods section of your research paper should describe in detail what methodology and special materials if any, you used to think through or perform your research. You should include any materials you used or designed for yourself, such as questionnaires or interview questions, to generate data or information for your research paper. You want to include any methodologies that are specific to your particular field of study, such as lab procedures for a lab experiment or data-gathering instruments for field research. The methods section is usually written in the past tense.

THE RESULTS SECTION

How you present the results of your research depends on what kind of research you did, your subject matter, and your readers’ expectations. 

Quantitative information —data that can be measured—can be presented systematically and economically in tables, charts, and graphs. Quantitative information includes quantities and comparisons of sets of data. 

Qualitative information , which includes brief descriptions, explanations, or instructions, can also be presented in prose tables. This kind of descriptive or explanatory information, however, is often presented in essay-like prose or even lists.

There are specific conventions for creating tables, charts, and graphs and organizing the information they contain. In general, you should use them only when you are sure they will enlighten your readers rather than confuse them. In the accompanying explanation and discussion, always refer to the graphic by number and explain specifically what you are referring to; you can also provide a caption for the graphic. The rule of thumb for presenting a graphic is first to introduce it by name, show it, and then interpret it. The results section is usually written in the past tense.

THE DISCUSSION SECTION

Your discussion section should generalize what you have learned from your research. One way to generalize is to explain the consequences or meaning of your results and then make your points that support and refer back to the statements you made in your introduction. Your discussion should be organized so that it relates directly to your thesis. You want to avoid introducing new ideas here or discussing tangential issues not directly related to the exploration and discovery of your thesis. The discussion section, along with the introduction, is usually written in the present tense.

THE CONCLUSIONS AND RECOMMENDATIONS SECTION

Your conclusion ties your research to your thesis, binding together all the main ideas in your thinking and writing. By presenting the logical outcome of your research and thinking, your conclusion answers your research inquiry for your reader. Your conclusions should relate directly to the ideas presented in your introduction section and should not present any new ideas.

You may be asked to present your recommendations separately in your research assignment. If so, you will want to add some elements to your conclusion section. For example, you may be asked to recommend a course of action, make a prediction, propose a solution to a problem, offer a judgment, or speculate on the implications and consequences of your ideas. The conclusions and recommendations section is usually written in the present tense.

Key Takeaways

• For the formal academic research assignment, consider an organizational pattern typically used for primary academic research. 
•  The pattern includes the following: introduction, methods, results, discussion, and conclusions/recommendations.

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Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

By using our website you agree to our use of cookies. Learn more about how we use cookies by reading our  Privacy Policy .

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Analysis and Coding Example: Qualitative Data

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Jump to DSE Guide

The following is an example of how to engage in a three step analytic process of coding, categorizing, and identifying themes within the data presented. Note that different researchers would come up with different results based on their specific research questions, literature review findings, and theoretical perspective.

There are many ways cited in the literature to analyze qualitative data. The specific analytic plan in this exercise involved a constant comparative (Glaser & Strauss, 1967) approach that included a three-step process of open coding, categorizing, and synthesizing themes. The constant comparative process involved thinking about how these comments were interrelated. Intertwined within this three step process, this example engages in content analysis techniques as described by Patton (1987) through which coherent and salient themes and patterns are identified throughout the data. This is reflected in the congruencies and incongruencies reflected in the memos and relational matrix.

Step 1: Open Coding

Codes for the qualitative data are created through a line by line analysis of the comments. Codes would be based on the research questions, literature review, and theoretical perspective articulated. Numbering the lines is helpful so that the researcher can make notes regarding which comments they might like to quote in their report.

It is also useful to include memos to remind yourself of what you were thinking and allow you to reflect on the initial interpretations as you engage in the next two analytic steps. In addition, memos will be a reminder of issues that need to be addressed if there is an opportunity for follow up data collection. This technique allows the researcher time to reflect on how his/her biases might affect the analysis. Using different colored text for memos makes it easy to differentiate thoughts from the data.

Many novice researchers forgo this step.  Rather, they move right into arranging the entire statements into the various categories that have been pre-identified. There are two problems with the process. First, since the categories have been listed open coding, it is unclear from where the categories have been derived. Rather, when a researcher uses the open coding process, he/she look at each line of text individually and without consideration for the others. This process of breaking the pieces down and then putting them back together through analysis ensures that the researcher consider all for the data equally and limits the bias that might introduced. In addition, if a researcher is coding interviews or other significant amounts of qualitative data it will likely become overwhelming as the researcher tries to organize and remember from which context each piece of data came.

Step 2: Categorizing

To categorize the codes developed in Step 1 , list the codes and group them by similarity.  Then, identify an appropriate label for each group. The following table reflects the result of this activity.

Step 3: Identification of Themes

In this step, review the categories as well as the memos to determine the themes that emerge.   In the discussion below, three themes emerged from the synthesis of the categories. Relevant quotes from the data are included that exemplify the essence of the themes.These can be used in the discussion of findings. The relational matrix demonstrates the pattern of thinking of the researcher as they engaged in this step in the analysis. This is similar to an axial coding strategy.

Note that this set of data is limited and leaves some questions in mind. In a well-developed study, this would just be a part of the data collected and there would be other data sets and/or opportunities to clarify/verify some of the interpretations made below.  In addition, since there is no literature review or theoretical statement, there are no reference points from which to draw interferences in the data. Some assumptions were made for the purposes of this demonstration in these areas.

T h eme 1:  Professional Standing

Individual participants have articulated issues related to their own professional position. They are concerned about what and when they will teach, their performance, and the respect/prestige that they have within the school. For example, they are concerned about both their physical environment and the steps that they have to take to ensure that they have the up to date tools that they need. They are also concerned that their efforts are being acknowledged, sometimes in relation to their peers and their beliefs that they are more effective.

Selected quotes:

• Some teachers are carrying the weight for other teachers. (demonstrates that they think that some of their peers are not qualified.)
• We need objective observations and feedback from the principal (demonstrates that they are looking for acknowledgement for their efforts.  Or this could be interpreted as a belief that their peers who are less qualified should be acknowledged).
• There is a lack of support for individual teachers

Theme 2:  Group Dynamics and Collegiality

Rationale: There are groups or clicks that have formed. This seems to be the basis for some of the conflict.  This conflict is closely related to the status and professional standing themes. This theme however, has more to do with the group issues while the first theme is an individual perspective. Some teachers and/or subjects are seen as more prestigious than others.  Some of this is related to longevity. This creates jealously and inhibits collegiality. This affects peer-interaction, instruction, and communication.

• Grade level teams work against each other rather than together.
• Each team of teachers has stereotypes about the other teams.
• There is a division between the old and new teachers

Theme 3:  Leadership Issues

Rationale: There seems to be a lack of leadership and shared understanding of the general direction in which the school will go. This is also reflected in a lack of two way communications.  There doesn’t seem to be information being offered by the leadership of the school, nor does there seem to be an opportunity for individuals to share their thoughts, let alone decision making. There seems to be a lack of intervention in the conflict from leadership.

• Decisions are made on inaccurate information.
• We need consistent decisions about school rules

Glaser, B.G., & Strauss, A.  (1967).   The discovery of grounded theory:  Strategies for qualitative research . Chicago, IL: Aldine.

Patton, M. Q.  (1987).   How to use qualitative methods in evaluation .  Newbury Park, CA:  Sage Publications.

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How To Write The Results/Findings Chapter

S o, you’ve collected and analysed your qualitative data, and it’s time to write up your results chapter. But where do you start? In this post, we’ll guide you through the qualitative results chapter (also called the findings chapter), step by step.

Overview: Qualitative Results Chapter

• What (exactly) the qualitative results chapter is
• What to include in your results chapter
• How to write up your results chapter
• A few tips and tricks to help you along the way
• Free results chapter template

What exactly is the results chapter?

The results chapter in a dissertation or thesis (or any formal academic research piece) is where you objectively and neutrally present the findings of your qualitative analysis (or analyses if you used multiple qualitative analysis methods ). This chapter can sometimes be combined with the discussion chapter (where you interpret the data and discuss its meaning), depending on your university’s preference.  We’ll treat the two chapters as separate, as that’s the most common approach.

In contrast to a quantitative results chapter that presents numbers and statistics, a qualitative results chapter presents data primarily in the form of words . But this doesn’t mean that a qualitative study can’t have quantitative elements – you could, for example, present the number of times a theme or topic pops up in your data, depending on the analysis method(s) you adopt.

Adding a quantitative element to your study can add some rigour, which strengthens your results by providing more evidence for your claims. This is particularly common when using qualitative content analysis. Keep in mind though that qualitative research aims to achieve depth, richness and identify nuances , so don’t get tunnel vision by focusing on the numbers. They’re just cream on top in a qualitative analysis.

So, to recap, the results chapter is where you objectively present the findings of your analysis, without interpreting them (you’ll save that for the discussion chapter). With that out the way, let’s take a look at what you should include in your results chapter.

What should you include in the results chapter?

As we’ve mentioned, your qualitative results chapter should purely present and describe your results , not interpret them in relation to the existing literature or your research questions . Any speculations or discussion about the implications of your findings should be reserved for your discussion chapter.

In your results chapter, you’ll want to talk about your analysis findings and whether or not they support your hypotheses (if you have any). Naturally, the exact contents of your results chapter will depend on which qualitative analysis method (or methods) you use. For example, if you were to use thematic analysis, you’d detail the themes identified in your analysis, using extracts from the transcripts or text to support your claims.

While you do need to present your analysis findings in some detail, you should avoid dumping large amounts of raw data in this chapter. Instead, focus on presenting the key findings and using a handful of select quotes or text extracts to support each finding . The reams of data and analysis can be relegated to your appendices.

While it’s tempting to include every last detail you found in your qualitative analysis, it is important to make sure that you report only that which is relevant to your research aims, objectives and research questions .  Always keep these three components, as well as your hypotheses (if you have any) front of mind when writing the chapter and use them as a filter to decide what’s relevant and what’s not.

Need a helping hand?

How do I write the results chapter?

Now that we’ve covered the basics, it’s time to look at how to structure your chapter. Broadly speaking, the results chapter needs to contain three core components – the introduction, the body and the concluding summary. Let’s take a look at each of these.

Section 1: Introduction

The first step is to craft a brief introduction to the chapter. This intro is vital as it provides some context for your findings. In your introduction, you should begin by reiterating your problem statement and research questions and highlight the purpose of your research . Make sure that you spell this out for the reader so that the rest of your chapter is well contextualised.

The next step is to briefly outline the structure of your results chapter. In other words, explain what’s included in the chapter and what the reader can expect. In the results chapter, you want to tell a story that is coherent, flows logically, and is easy to follow , so make sure that you plan your structure out well and convey that structure (at a high level), so that your reader is well oriented.

The introduction section shouldn’t be lengthy. Two or three short paragraphs should be more than adequate. It is merely an introduction and overview, not a summary of the chapter.

Pro Tip – To help you structure your chapter, it can be useful to set up an initial draft with (sub)section headings so that you’re able to easily (re)arrange parts of your chapter. This will also help your reader to follow your results and give your chapter some coherence.  Be sure to use level-based heading styles (e.g. Heading 1, 2, 3 styles) to help the reader differentiate between levels visually. You can find these options in Word (example below).

Section 2: Body

Before we get started on what to include in the body of your chapter, it’s vital to remember that a results section should be completely objective and descriptive, not interpretive . So, be careful not to use words such as, “suggests” or “implies”, as these usually accompany some form of interpretation – that’s reserved for your discussion chapter.

The structure of your body section is very important , so make sure that you plan it out well. When planning out your qualitative results chapter, create sections and subsections so that you can maintain the flow of the story you’re trying to tell. Be sure to systematically and consistently describe each portion of results. Try to adopt a standardised structure for each portion so that you achieve a high level of consistency throughout the chapter.

For qualitative studies, results chapters tend to be structured according to themes , which makes it easier for readers to follow. However, keep in mind that not all results chapters have to be structured in this manner. For example, if you’re conducting a longitudinal study, you may want to structure your chapter chronologically. Similarly, you might structure this chapter based on your theoretical framework . The exact structure of your chapter will depend on the nature of your study , especially your research questions.

As you work through the body of your chapter, make sure that you use quotes to substantiate every one of your claims . You can present these quotes in italics to differentiate them from your own words. A general rule of thumb is to use at least two pieces of evidence per claim, and these should be linked directly to your data. Also, remember that you need to include all relevant results , not just the ones that support your assumptions or initial leanings.

In addition to including quotes, you can also link your claims to the data by using appendices , which you should reference throughout your text. When you reference, make sure that you include both the name/number of the appendix , as well as the line(s) from which you drew your data.

As referencing styles can vary greatly, be sure to look up the appendix referencing conventions of your university’s prescribed style (e.g. APA , Harvard, etc) and keep this consistent throughout your chapter.

Section 3: Concluding summary

The concluding summary is very important because it summarises your key findings and lays the foundation for the discussion chapter . Keep in mind that some readers may skip directly to this section (from the introduction section), so make sure that it can be read and understood well in isolation.

In this section, you need to remind the reader of the key findings. That is, the results that directly relate to your research questions and that you will build upon in your discussion chapter. Remember, your reader has digested a lot of information in this chapter, so you need to use this section to remind them of the most important takeaways.

Importantly, the concluding summary should not present any new information and should only describe what you’ve already presented in your chapter. Keep it concise – you’re not summarising the whole chapter, just the essentials.

Tips for writing an A-grade results chapter

Now that you’ve got a clear picture of what the qualitative results chapter is all about, here are some quick tips and reminders to help you craft a high-quality chapter:

• Your results chapter should be written in the past tense . You’ve done the work already, so you want to tell the reader what you found , not what you are currently finding .
• Make sure that you review your work multiple times and check that every claim is adequately backed up by evidence . Aim for at least two examples per claim, and make use of an appendix to reference these.
• When writing up your results, make sure that you stick to only what is relevant . Don’t waste time on data that are not relevant to your research objectives and research questions.
• Use headings and subheadings to create an intuitive, easy to follow piece of writing. Make use of Microsoft Word’s “heading styles” and be sure to use them consistently.
• When referring to numerical data, tables and figures can provide a useful visual aid. When using these, make sure that they can be read and understood independent of your body text (i.e. that they can stand-alone). To this end, use clear, concise labels for each of your tables or figures and make use of colours to code indicate differences or hierarchy.
• Similarly, when you’re writing up your chapter, it can be useful to highlight topics and themes in different colours . This can help you to differentiate between your data if you get a bit overwhelmed and will also help you to ensure that your results flow logically and coherently.

If you have any questions, leave a comment below and we’ll do our best to help. If you’d like 1-on-1 help with your results chapter (or any chapter of your dissertation or thesis), check out our private dissertation coaching service here or book a free initial consultation to discuss how we can help you.

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24 Comments

This was extremely helpful. Thanks a lot guys

Hi, thanks for the great research support platform created by the gradcoach team!

I wanted to ask- While “suggests” or “implies” are interpretive terms, what terms could we use for the results chapter? Could you share some examples of descriptive terms?

I think that instead of saying, ‘The data suggested, or The data implied,’ you can say, ‘The Data showed or revealed, or illustrated or outlined’…If interview data, you may say Jane Doe illuminated or elaborated, or Jane Doe described… or Jane Doe expressed or stated.

I found this article very useful. Thank you very much for the outstanding work you are doing.

What if i have 3 different interviewees answering the same interview questions? Should i then present the results in form of the table with the division on the 3 perspectives or rather give a results in form of the text and highlight who said what?

I think this tabular representation of results is a great idea. I am doing it too along with the text. Thanks

That was helpful was struggling to separate the discussion from the findings

this was very useful, Thank you.

Very helpful, I am confident to write my results chapter now.

It is so helpful! It is a good job. Thank you very much!

Very useful, well explained. Many thanks.

Hello, I appreciate the way you provided a supportive comments about qualitative results presenting tips

I loved this! It explains everything needed, and it has helped me better organize my thoughts. What words should I not use while writing my results section, other than subjective ones.

Thanks a lot, it is really helpful

Thank you so much dear, i really appropriate your nice explanations about this.

Thank you so much for this! I was wondering if anyone could help with how to prproperly integrate quotations (Excerpts) from interviews in the finding chapter in a qualitative research. Please GradCoach, address this issue and provide examples.

what if I’m not doing any interviews myself and all the information is coming from case studies that have already done the research.

Very helpful thank you.

This was very helpful as I was wondering how to structure this part of my dissertation, to include the quotes… Thanks for this explanation

This is very helpful, thanks! I am required to write up my results chapters with the discussion in each of them – any tips and tricks for this strategy?

For qualitative studies, can the findings be structured according to the Research questions? Thank you.

Do I need to include literature/references in my findings chapter?

This was very helpful

this was very helpful. Now I am relieved from the stress I encountered not knowing where to start.

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