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Please recommend us to your friends - thanks! Do you want to remove this product from your favourites? Start a Presentation Design or Research Project. Start a Project With Us. What can we help you with? PowerPoint Design. Graphic Design. San Francisco Edit, ; Writing Conclusions. Institute for Writing Rhetoric. Dartmouth College. Don't Belabor the Obvious! Avoid phrases like "in conclusion But readers can see by the tell-tale section heading and number of pages remaining to read, when an essay is about to end. You'll irritate your readers if you belabor the obvious.
New Insight, Not New Information!
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Don't surprise the reader with new information in your Conclusion that was never referenced anywhere else in the paper. If you have new information to present, add it to the Discussion or other appropriate section of the paper. Toggle navigation. The Conclusion Search this Guide Search. Organizing Academic Research Papers: 9. The Conclusion. The Conclusion Toggle Dropdown Appendices Definition The conclusion is intended to help the reader understand why your research should matter to them after they have finished reading the paper.
Importance of a Good Conclusion A well-written conclusion provides you with several important opportunities to demonstrate your overall understanding of the research problem to the reader. These include: Presenting the last word on the issues you raised in your paper. Just as the introduction gives a first impression to your reader, the conclusion offers a chance to leave a lasting impression.
Do this, for example, by highlighting key points in your analysis or findings. Summarizing your thoughts and conveying the larger implications of your study. The conclusion is an opportunity to succinctly answer the "so what? Demonstrating the importance of your ideas.
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Don't be shy. The conclusion offers you a chance to elaborate on the significance of your findings. Introducing possible new or expanded ways of thinking about the research problem.
Thesis Writing: Summary, Conclusions, and Recommendations
Structure and Writing Style I. General Rules When writing the conclusion to your paper, follow these general rules: State your conclusions in clear, simple language. Do not simply reiterate your results or the discussion. Indicate opportunities for future research, as long as you haven't already done so in the discussion section of your paper. Consider the following points to help ensure your conclusion is appropriate: If the argument or point of your paper is complex, you may need to summarize the argument for your reader. Education was defined by the highest degree earned which ranged from no degree high school graduate The grade point average GPA of the tutors was above average.
Almost two-thirds In reviewing the results of the study, it can be observed that three of the five null hypotheses were rejected. The first null hypothesis was rejected; thus, significant differences were found among groups based on the amount of training that was provided at their colleges during the semester. Significant differences in the total TSORA mean scores were found between the group provided with more than 10 hours of training and each of the two groups with less than 10 hours or no training being provided. The second null hypothesis was also rejected. Significant differences also existed between groups based on training for at least one of the TSORA sub-test topics.
These two hypotheses were not rejected. The last null hypothesis was rejected. More research is needed to test the significance of the relationship. The purpose of this study was to investigate the question of whether training for tutors increases their ability to choose an appropriate action in a tutoring situation. The theoretical framework of constructivism laid the foundation for the role of the tutor, that is to help each student move toward mastery of new information.
Constructivism forms the basis of the needed interactions between the tutors and their students. Metacognition provides a theoretical framework for tutors to help their students learn to help themselves.
Tutors can help students become aware of and use metacognitive strategies to assess their own needs, develop a plan to meet those needs, and evaluate the effectiveness of their plan. In short, metacognition can help students gain autonomy and take responsibility for their own learning and learning needs. Limitations of the study, in addition to those mentioned in Chapter III, were identified after data collection and analysis.
The first limitation was the lack of participation from and uneven representation of the sample population. The known reasons for non-participation include 1 voluntary tutor participation, 2 length and complexity of the pre-test instrument, 3 lack of promised administration of the instrument by two program directors, 4 loss of approximately five of the instruments, and 5 loss of employment of approximately 12 tutors during the study between the administration of the pre-test and of the post-test. Approximately half of the tutors in the study were represented by two colleges while two of the colleges had only one tutor each to represent them in this study.
The final limitation of the study was that the TSORA, the multiple choice instrument, followed a mastery test model. The mean of the entire sample was During the analysis of the data in Chapter IV, it was noted that a group of tutors scored at the top of the instrument received a Following are the conclusions which have been drawn from this study and a brief discussion regarding each conclusion:. Conclusion 1 : Ten or more hours of training enables tutors to select more appropriate responses to presented tutoring situations.
The twenty-one field experts in the study identified the appropriateness of the tutor responses. In this way, tutors using active listening and paraphrasing skills help students more accurately construct new information into their knowledge bases. Tutors who are or have been successful students are more likely to possess some ability in defining responsibilities, solving problems, setting goals, referencing appropriate resources, and utilizing study skills.
The small range of scores was a limitation in the analyses of the six sub-test topics as only three questions on the TSORA determine the total sub-test score. With the maximum score assigned to each of the three questions being approximately two, the score range was limited to between 0 and 6.
With such a limited range, significant differences are difficult to detect without a large sample from which to draw.
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If more questions had focused on each of the six sub-test topics, or if there had been a larger sample from which to draw, significant differences resulting from the amount of training received may have been found for other topics as well. Conclusion 3 : Reported experience alone does not enable tutors to select more appropriate responses to presented tutoring situations.
Interactions may exist between training and experience; further research is warranted. Discussion : According to the literature, some program directors may believe that tutors will gain needed expertise through experience alone.