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The dissertation results chapter can be written once data has been collected and analyzed. In this section, the main findings of the research are reported and their relation to hypotheses or research questions are observed briefly. This chapter is among the most crucial parts of a study. It is here that statistical analysis is accurately performed, findings reported and explained, and assumptions examined. After this analysis, results are presented in a manner that shows non-support or support of the stated hypothesis.
Writing a thesis results section requires statistical expertise to present and defend the findings effectively. What’s more, the core findings should be presented logically without interpretation or bias from the writer. This section should set up the read for evaluation or interpretation of the findings in the discussion chapter .
When writing the thesis results chapter, the author should break down the findings into simple sentences. Essentially, this section should tell readers what the author found in the research.
The results chapter of a dissertation should include the core findings of a study. Essentially, only the findings of a specific study should be included in this section. These include:
It’s crucial to consider the scope of your research when writing up dissertation results. That’s because a study with many variables or a broader scope can yield different results. In that case, only the most relevant results should be stated. Any data that doesn’t present direct outcomes or findings of a study should not be included in this section.
Traditionally, a dissertation has five major chapters. The results section is one of the most important chapters because it summarizes and presents the collected and analyzed data. The major chapters of this paper are:
The methodology section can vary depending on whether the author conducted qualitative research or quantitative research or a mixed study. However, the methodology section is also very important because the used methods can influence how the gathered results will be presented. For instance, you can use a questionnaire to gather information. If you don’t know how to analyze questionnaire results dissertation paper might not impress your readers. Therefore, choose your research methods wisely to make writing the findings or results section easier.
Every research project is unique. As such, learners should not take a one-size-fits-all approach when writing results for a dissertation. The layout and content of this chapter should be determined by your research area, study design, and the chosen methodologies. Also, consider the target journal guidelines and editors.
But, when writing the results section dissertation authors can follow certain steps, especially for scientific studies. Those steps are as follows.
Once you have written this section, go through it carefully to ensure the following:
You may come across many tips on how to write the results section of a dissertation. However, the most important tip is to ensure that the results that you present in this section are relevant to your study questions or hypotheses. If this sounds too complicated, you can ask us “ do my thesis for me “, and we’ll take care of it. Anyways, you have to remember that relevance is the most important thing regardless of whether the results support or do not support the hypotheses. Also, decide on the order to use when presenting the results of your study. This is very important because it makes it easier for your readers to understand them. Including figures, tables, and graphs makes the information in this section easier to understand.
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Introduction.
Once you have carried out your research, you will be presented with a set of either quantitative or qualitative data. In your methodology you will have already stated which analytical technique you are planning to use to organise and present the findings from the research.
A good results section (or chapter) will answer the research questions with the use of the findings from the research. An easier way to organise the results section would be to present the research question and to then answer it with the results from the experiment.
In order to interpret the findings, you will need to use either a qualitative or quantitative analytical technique.
The most common qualitative research techniques are observations, questionnaires, interviews and focus groups. If you used any of these in your research, then you will need to analyse the data using either content analysis, narrative analysis, thematic analysis, framework analysis, discourse analysis and grounded theory.
Qualitative analysis involves coding the data sets to organise the results. Due to the results not being quantifiable, it is often difficult to determine the output of the results. Once the findings have been coded and a key has been produced, any trends or commonalities can be determined.
As the data collected will be in numerical form, in order to understand and interpret the outcome of those figures, it is necessary to choose an analytical technique that will allow the data set to be analysed to produce a specific outcome that will address the research question posed or to determine the relationship between one independent variable and an outcome variable.
To make the dissertation easier to interpret, it is best to have a results chapter and then a discussion chapter separately. By separating these two sections, you are then able to present the findings and then interpret them and review them against any secondary data found in the literature review or in the conceptual framework.
Always make sure that you speak to your supervisor or check your university’s guidelines before structuring your dissertation. Some universities will have a specific structure that they would like you to follow (e.g. separating the results and the discussion chapters) .
Depending on what type of data you have, you may need to create graphics, diagrams and tables. It is encouraged that these are to be used as it can be easier for not only you, but also the reader to understand any themes, trends or abnormalities in the results.
Although it is encouraged to use tables, diagrams and graphics in the work, it is also a necessity that you ensure that you explain the meaning of the data in text. This allows for further detail and interpretation to be given.
At times, it is also good to compare the results with any secondary research that would validate your findings. For example, in your literature review, if you found that a study of a similar nature yielded the same results or findings, when presenting your results, it can be good to refer to this as validation of your findings.
Due to word count restrictions of dissertations, presenting every single piece of data collected could take up a significant portion of the word count. For this reason, it is good to present a full set of the data collected in the appendices and refer to this in the text (e.g. Appendix 1, Appendix 2 etc.).
A brief example of something that would be found in an appendix would be a transcript from any interviews carried out. If presenting numerical data and statistical analysis, any data that perhaps does not directly answer a research question but is relevant in the overall findings of the work would be placed in an appendix and referred to in the work.
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This template covers all the core components required in the results chapter of a typical dissertation, thesis or research project:
The purpose of each section is explained in plain language, followed by an overview of the key elements that you need to cover. The template also includes practical examples to help you understand exactly what’s required, along with links to additional free resources (articles, videos, etc.) to help you along your research journey.
The cleanly formatted Google Doc can be downloaded as a fully editable MS Word Document (DOCX format), so you can use it as-is or convert it to LaTeX.
PS – if you’d like a high-level template for the entire thesis, you can we’ve got that too .
What types of dissertations/theses can this be used for.
The chapter template follows the standard format for academic research projects, which means it will be suitable for the majority of dissertations, theses and research projects (especially those within the sciences). Recommended structures are provided for both qualitative and quantitative studies.
Keep in mind that the exact requirements for the results chapter/section will vary between universities and degree programs. For example, your university may require that the results chapter and discussion chapter are merged into one (this is more common for qualitative studies). So, be sure to double-check your university’s requirements before you finalize your structure.
This template can be used for a dissertation, thesis or research project at any level of study. Doctoral-level projects typically require a lengthier write-up, but the structure will typically remain the same. Again, be sure to check your university’s requirements and norms in terms of document structure.
This can vary a fair deal, depending on the level of study (undergrad, Master or Doctoral), the field of research, as well as your university’s specific requirements. Therefore, it’s best to check with your university or review past dissertations from your program to get an accurate estimate.
Yes, you’re welcome to share this template in its original format (no editing allowed). If you want to post about it on your blog or social media, please reference this page as your source.
The thesis results chapter template is provided as a Google Doc. You can download it in MS Word format or make a copy to your Google Drive. You’re also welcome to convert it to whatever format works best for you, such as LaTeX or PDF.
Yes, we do. We are constantly developing our collection of free resources to help students complete their dissertations and theses. You can view all of our template resources here .
Yes, we can provide coaching-based assistance with your qualitative, quantitative or mixed-method analysis. Get in touch to discuss our private coaching services .
The Results section of a scientific research paper represents the core findings of a study derived from the methods applied to gather and analyze information. It presents these findings in a logical sequence without bias or interpretation from the author, setting up the reader for later interpretation and evaluation in the Discussion section. A major purpose of the Results section is to break down the data into sentences that show its significance to the research question(s).
The Results section appears third in the section sequence in most scientific papers. It follows the presentation of the Methods and Materials and is presented before the Discussion section —although the Results and Discussion are presented together in many journals. This section answers the basic question “What did you find in your research?”
The Results section should include the findings of your study and ONLY the findings of your study. The findings include:
If the scope of the study is broad, or if you studied a variety of variables, or if the methodology used yields a wide range of different results, the author should present only those results that are most relevant to the research question stated in the Introduction section .
As a general rule, any information that does not present the direct findings or outcome of the study should be left out of this section. Unless the journal requests that authors combine the Results and Discussion sections, explanations and interpretations should be omitted from the Results.
The best way to organize your Results section is “logically.” One logical and clear method of organizing research results is to provide them alongside the research questions—within each research question, present the type of data that addresses that research question.
Let’s look at an example. Your research question is based on a survey among patients who were treated at a hospital and received postoperative care. Let’s say your first research question is:
“What do hospital patients over age 55 think about postoperative care?”
This can actually be represented as a heading within your Results section, though it might be presented as a statement rather than a question:
Attitudes towards postoperative care in patients over the age of 55
Now present the results that address this specific research question first. In this case, perhaps a table illustrating data from a survey. Likert items can be included in this example. Tables can also present standard deviations, probabilities, correlation matrices, etc.
Following this, present a content analysis, in words, of one end of the spectrum of the survey or data table. In our example case, start with the POSITIVE survey responses regarding postoperative care, using descriptive phrases. For example:
“Sixty-five percent of patients over 55 responded positively to the question “ Are you satisfied with your hospital’s postoperative care ?” (Fig. 2)
Include other results such as subcategory analyses. The amount of textual description used will depend on how much interpretation of tables and figures is necessary and how many examples the reader needs in order to understand the significance of your research findings.
Next, present a content analysis of another part of the spectrum of the same research question, perhaps the NEGATIVE or NEUTRAL responses to the survey. For instance:
“As Figure 1 shows, 15 out of 60 patients in Group A responded negatively to Question 2.”
After you have assessed the data in one figure and explained it sufficiently, move on to your next research question. For example:
“How does patient satisfaction correspond to in-hospital improvements made to postoperative care?”
This kind of data may be presented through a figure or set of figures (for instance, a paired T-test table).
Explain the data you present, here in a table, with a concise content analysis:
“The p-value for the comparison between the before and after groups of patients was .03% (Fig. 2), indicating that the greater the dissatisfaction among patients, the more frequent the improvements that were made to postoperative care.”
Let’s examine another example of a Results section from a study on plant tolerance to heavy metal stress . In the Introduction section, the aims of the study are presented as “determining the physiological and morphological responses of Allium cepa L. towards increased cadmium toxicity” and “evaluating its potential to accumulate the metal and its associated environmental consequences.” The Results section presents data showing how these aims are achieved in tables alongside a content analysis, beginning with an overview of the findings:
“Cadmium caused inhibition of root and leave elongation, with increasing effects at higher exposure doses (Fig. 1a-c).”
The figure containing this data is cited in parentheses. Note that this author has combined three graphs into one single figure. Separating the data into separate graphs focusing on specific aspects makes it easier for the reader to assess the findings, and consolidating this information into one figure saves space and makes it easy to locate the most relevant results.
Following this overall summary, the relevant data in the tables is broken down into greater detail in text form in the Results section.
Tables and figures are central components of your Results section and you need to carefully think about the most effective way to use graphs and tables to present your findings . Therefore, it is crucial to know how to write strong figure captions and to refer to them within the text of the Results section.
The most important advice one can give here as well as throughout the paper is to check the requirements and standards of the journal to which you are submitting your work. Every journal has its own design and layout standards, which you can find in the author instructions on the target journal’s website. Perusing a journal’s published articles will also give you an idea of the proper number, size, and complexity of your figures.
Regardless of which format you use, the figures should be placed in the order they are referenced in the Results section and be as clear and easy to understand as possible. If there are multiple variables being considered (within one or more research questions), it can be a good idea to split these up into separate figures. Subsequently, these can be referenced and analyzed under separate headings and paragraphs in the text.
To create a caption, consider the research question being asked and change it into a phrase. For instance, if one question is “Which color did participants choose?”, the caption might be “Color choice by participant group.” Or in our last research paper example, where the question was “What is the concentration of cadmium in different parts of the onion after 14 days?” the caption reads:
“Fig. 1(a-c): Mean concentration of Cd determined in (a) bulbs, (b) leaves, and (c) roots of onions after a 14-day period.”
Because each study is unique, there is no one-size-fits-all approach when it comes to designing a strategy for structuring and writing the section of a research paper where findings are presented. The content and layout of this section will be determined by the specific area of research, the design of the study and its particular methodologies, and the guidelines of the target journal and its editors. However, the following steps can be used to compose the results of most scientific research studies and are essential for researchers who are new to preparing a manuscript for publication or who need a reminder of how to construct the Results section.
One excellent option is to use a professional English proofreading and editing service such as Wordvice, including our paper editing service . With hundreds of qualified editors from dozens of scientific fields, Wordvice has helped thousands of authors revise their manuscripts and get accepted into their target journals. Read more about the proofreading and editing process before proceeding with getting academic editing services and manuscript editing services for your manuscript.
As the representation of your study’s data output, the Results section presents the core information in your research paper. By writing with clarity and conciseness and by highlighting and explaining the crucial findings of their study, authors increase the impact and effectiveness of their research manuscripts.
For more articles and videos on writing your research manuscript, visit Wordvice’s Resources page.
(Last updated: 12 May 2021)
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When asked why doing a dissertation can be such a headache, the typical student usually replies with one of two answers. Either, they simply don't like writing enormous volumes of text, or – and you may relate here – they categorically do not enjoy analysing data. "It's so long and boring!", the typical student wails.
Well, students wail, and we answer. We have put together this very comprehensive, very useful guide on how to write up the results section of your dissertation. To help you further, we've broken the information down into both quantitative and qualitative results, so you can focus on what applies to you most.
Understanding the basics of your research.
First, you need to recall what you have assessed – or what your main variables are.
All quantitative research has at least one independent and one dependent variable, and, at this point, you should define them explicitly. An independent variable is one that you control to test its effects on the dependent variable. A dependent variable is thus your outcome variable.
Second, you need to determine if your variables were categorical or continuous.
A categorical variable is one with a fixed number of possible values, and a continuous variable is one where final scores have a wide range. Finally, you need to recall if you have used a so-called covariate or confounder variable. This is a variable that could have influenced the relationship between your independent and dependent variable, and that you controlled in order to accurately estimate the relationship between your main variables.
Let’s explain all this with an example. Suppose that your research was to assess whether height is associated with self-esteem. Here, participants’ height is an independent variable and self-esteem is a dependent variable. Because both height and scores on a measure of self-esteem can have a wide range, you have two continuous variables. You might have also wanted to see if the relationship between height and self-esteem exists after controlling for participants’ weight. In this case, weight is a confounding variable that you need to control for.
Here is another example. You might have assessed whether more females than males want to read a specific romantic novel. Here, your independent variable is gender and your dependent variable is the determination to read the book. Since gender has categories (male and female), this is a categorical variable. If you have assessed the determination to read the book on a scale from 1 to 10 (e.g. 1 = no determination at all to read the book, all the way to 10 = extremely strong determination to read it), then this is a continuous variable; however, if you have asked your participants to say whether they do or do not want to read the book, then this is a categorical variable (since there are two categories: “yes” and “no”).
Lastly, you might have wanted to see if the link between gender and the determination to read the book exists after controlling for participants’ current relationship status. Here, relationship status is your confounding variable.
We will return to these examples throughout this blog post. At this point, it is important to remember that outlining your research in this way helps you to write up your results section in the easiest way possible.
Let’s move on to the next step.
In order to report descriptive and/or frequencies statistics, you need to outline all variables that you have used in your research and note whether those variables are continuous or categorical.
For continuous variables, you are using descriptive statistics and reporting the measures of central tendency (mean) and measures of variability or spread (standard deviation). For categorical variables, you are using frequencies statistics and reporting the number (or frequency) of participants per category and associated percentages. Both these statistics require you to make a table, and in both cases you also need to comment upon the statistics.
How does all of this look in practice? Recall the two examples that were outlined above. If you have assessed the association between participants’ height and self-esteem, while controlling for participants’ weight, then your research consists of three continuous variables. You need to make a table, as in TABLE 1 below, which identifies means and standard deviations for all these variables. When commenting upon the results, you can say:
Participants were on average 173.50 cm tall (SD = 5.81) and their mean weight was 65.31 kg (SD = 4.44). On average, participants had moderate levels of self-esteem (M = 5.55, SD = 2.67).
Note that, in this example, you are concluding that participants had moderate self-esteem levels if their self-esteem was assessed on a 1 to 10 scale. Since the value of 5 falls within the middle of this range, you are concluding that the mean value of self-esteem is moderate. If the mean value was higher (e.g., M = 8.33), you would conclude that participants’ self-esteem was, on average, high; and if the mean value was lower (e.g., M = 2.44), you would conclude that average self-esteem scores were low.
M | SD | |
---|---|---|
Height (cm) | 173.50 | 5.81 |
Weight (kg) | 65.31 | 4.44 |
Self-esteem | 5.55 | 2.67 |
Let’s now return to our second research example and say that you want to report the degree to which males and females want to read a romantic novel, where this determination was assessed on a 1-10 (continuous) scale. This would look as shown in TABLE 2.
Males | Females | |
---|---|---|
Determination to read the book | M = 3.20 | M = 6.33 |
Determination to read the book | SD = .43 | SD = 1.36 |
We can see how to report frequencies statistics for different groups by referring to our second example about gender, determination to read a romantic novel, and participants’ relationship status.
Here, you have three categorical variables (if determination to read the novel was assessed by having participants reply with “yes” or “no”). Thus, you are not reporting means and standard deviations, but frequencies and percentages.
To put this another way, you are noting how many males versus females wanted to read the book and how many of them were in a relationship, as shown in TABLE 3. You can report these statistics in this way:
Twenty (40%) male participants wanted to read the book and 35 (70%) female participants wanted to read the book. Moreover, 22 (44%) males and 26 (52%) females indicated that they are currently in a relationship.
Males | Females | |
---|---|---|
Determination to read the book | ||
Yes | 20 (40%) | 35 (70%) |
No | 30 (60%) | 15 (30%) |
Relationship status | ||
Yes | 22 (44%) | 26 (52%) |
No | 28 (56%) | 24 (48%) |
The first of these is correlation, which you use when you want to establish if one or more (continuous, independent) variables relate to another (continuous, dependent) variable. For instance, you may want to see if participants’ height correlates with their self-esteem levels.
The first step here is to report whether your variables are normally distributed. You do this by looking at a histogram that describes your data. If the histogram has a bell-shaped curve (see purple graph below), your data is normally distributed and you need to rely on a Pearson correlation analysis. Here, you need to report the obtained r value (correlation coefficient) and p value (which needs to be lower than .05 in order to establish significance). If you find a correlation, you need to say something like:
One final thing to note, which is important for all analyses, is that when your p value is indicated to be .000, you never report it by saying “ p = .000”, but by noting “ p p = .011”.
If your data is skewed rather than normally distributed (see red graphs), then you need to rely on a Spearman correlation analysis. Here, you report the results by saying:
Spearman correlation analysis revealed a positive relationship between people’s height and their self-esteem (r s = .44, p There has been a significant positive correlation between height and self-esteem after controlling for participants’ weight ( r = .39, p = .034).
You also need to make a table that will summarise your main results. If you didn’t use a covariate, you will have a fairly simple table, such as that shown in TABLE 4. If you have used a covariate, your table is slightly more complex, such as that shown in TABLE 5. Note that both tables use “-” to indicate correlations that have already been noted within the table. Also note how “*”, “**”, and “***” are used to annotate correlations that are significant at different levels.
Height (cm) | Self-esteem | |
---|---|---|
Height (cm) | 1.00 | – |
Self-esteem | .44*** | 1.00 |
*** |
Control variables | Height (cm) | Self-esteem | Weight (kg) | |
---|---|---|---|---|
None | Height (cm) | 1.00 | – | – |
Self-esteem | .44*** | 1.00 | – | |
Weight (kg) | .38** | .32** | 1.00 | |
Weight (kg) | Height (cm) | 1.00 | – | – |
Self-esteem | .39* | 1.00 | -.44 | |
* |
These are the specific points that you need to address in order to make sure that all assumptions have been met:
(1) for the assumption of no multicollinearity (i.e., a lack of high correlation between your independent variables), you need to establish that none of your Tolerance statistics are below .01 and none of the VIF statistics are above 10;
(2) for the assumption of no autocorrelation of residuals (i.e., a lack of correlation between the residuals of two observations), you need to look at this table and see whether your Durbin-Watson statistic falls within a desirable range, depending on your number of participants and the number of predictors (independent variables); and,
(3) for the assumptions of linearity (i.e., a linear relationship between independent and dependent variables) and homoscedasticity (i.e., a variance of error terms that should be similar across the independent variables), you need to look at the scatterplot of standardised residual on standardised predicted value and conclude that your graph doesn’t funnel out or curve.
All of this may sound quite complex. But in reality it is not: you just need to look at your results output to note the Tolerance and VIF values, Durbin-Watson value, and the scatterplot. Once you conclude that your assumptions have been met, you write something like:
Since none of the VIF values were below 0.1 and none of the Tolerance values were above 10, the assumption of no multicollinearity has been met. Durbin-Watson statistics fell within an expected range, thus indicating that the assumption of no autocorrelation of residuals has been met as well. Finally, the scatterplot of standardised residual on standardised predicted value did not funnel out or curve, and thus the assumptions of linearity and homoscedasticity have been met as well.
If your assumptions have not been met, you need to dig a bit deeper and understand what this means. A good idea would be to read the chapter on regression (and especially the part about assumptions) written by Andy Field. You can access his book here . This will help you understand all you need to know about the assumptions of a regression analysis, how to test them, and what to do if they have not been met.
Now let’s focus on reporting the results of the actual regression analysis. Let’s say that you wanted to see if participants’ height predicts their self-esteem, after controlling for participants’ weight. You have entered height and weight as predictors in the model and self-esteem as a dependent variable.
First, you need to report whether the model reached significance in predicting self-esteem scores. Look at the results of an ANOVA analysis in your output and note the F value, degrees of freedom for the model and for residuals, and significance level. These values are shown in PICTURE 2.
Significance value tells you if your predictor reached significance – such as whether participants’ height predicted self-esteem scores. You also need to comment upon the β value. This value represents the change in the outcome associated with a unit change in the predictor . Thus, if your β value is .351 for participants’ height (predictor/independent variable), then this means that for every increase in height by 1 cm, self-esteem increases by .35. You need to report the same thing for your other predictor – that is, participants’ weight.
Finally, since your model included both height and weight as predictors, and height acted as a significant predictor, you can conclude that participants’ height influences their self-esteem after controlling for weight.
For instance, you would do a chi-square analysis when you want to see whether gender (categorical independent variable with two levels: males/females) affects the determination to read a book, when this variable is measured with yes/no answers (categorical dependent variable with two levels: yes/no).
When reporting your results, you should first make a table as shown in TABLE 3 above. Then you need to report the results of a chi-square test, by noting the Pearson chi-square value, degrees of freedom, and significance value. You can see all these in your output.
Finally, you need to report the strength of the association, for which you need to look at the Phi and Cramer’s V values. When each of your variables has only two categories, as in the present example, Phi and Cramer’s V values are identical and it doesn’t matter which one you will report. However, when one of your variables has more than two categories, it is better to report the Cramer’s V value. You report these values by indicating the actual value and the associated significance level.
Note that Cramer’s V value can range from 0 to 1. The closer the value is to 1, the higher the strength of the association. You can report the results of the chi-square analysis in the following way:
Recall that you have previously outlined descriptive statistics for these variables, where you have noted means and standard deviations for males’ and females’ scores on the determination to read the novel (see TABLE 2 above). Now you need to report the obtained t value, degrees of freedom, and significance level – all of which you can see in your results output.
You can say something like:
In the t-test example, you had two conditions of a categorical independent variable, which corresponded to whether a participant was male or female. You would have three conditions of an independent variable when assessing whether relationship status (independent variable with three levels: single, in a relationship, and divorced) affects the determination to read a romantic novel (as assessed on a 1-10 scale).
Here, you would report the results in a similar manner to that of a t -test. You first report the means and standard deviations on the determination to read the book for all three groups of participants, by saying who had the highest and lowest mean. Then you report the results of the ANOVA test by reporting the F value, degrees of freedom (for within-subjects and between-subjects comparisons), and the significance value.
There are two things to note here. First, before reporting your results, you need to look at your output to see whether the so-called Levene’s test is significant. This test assesses the homogeneity of variance – the assumption being that all comparison groups should have the same variance. If the test is non-significant, the assumption has been met and you are reporting the standard F value.
However, if the test is significant, the assumption has been violated and you need to report instead the Welch statistic, associated degrees of freedom, and significance value (which you will see in your output; for example, see PICTURE 3 above).
The second thing to note is that ANOVA tells you only whether there were significant differences between groups – but if there are differences, it doesn’t tell you where these differences lie. For this, you need to conduct a post-hoc comparison (Tukey’s HSD test). The output will tell you which comparisons are significant.
You can report your results in the following manner:
For instance, you will use ANCOVA when you want to test whether relationship status (categorical independent variable with three levels: single, in a relationship, divorced) affects the determination to read a romantic novel (continuous dependent variable, assessed on a 1-10 scale) after controlling for participants’ general interest in books (continuous covariate, assessed on a 1-10 scale).
To report the results, you need to look at the “test of between-subjects effects” table in your output. You need to report the F values, degrees of freedom (for each variable and error), and significance values for both the covariate and the main independent variable. As with ANOVA, a significant ANCOVA doesn’t tell you where the differences lie. For this, you need to conduct planned contrasts and report the associated significance values for different comparisons.
You can report the results in the following manner:
For instance, you would use MANOVA when testing whether male versus female participants (independent variable) show a different determination to read a romantic novel (dependent variable) and a determination to read a crime novel (dependent variable).
When reporting the results, you first need to notice whether the so-called Box’s test and Levene’s test are significant. These tests assess two assumptions: that there is an equality of covariance matrices (Box’s test) and that there is an equality of variances for each dependent variable (Levene’s test).
Both tests need to be non-significant in order to assess whether your assumptions are met. If the tests are significant, you need to dig deeper and understand what this means. Once again, you may find it helpful to read the chapter by Andy Field on MANOVA, which can be accessed here .
Following this, you need to report your descriptive statistics, as outlined previously. Here, you are reporting the means and standard deviations for each dependent variable, separately for each group of participants. Then you need to look at the results of “multivariate analyses”.
You will notice that you are presented with four statistic values and associated F and significance values. These are labelled as Pillai’s Trace, Wilks’ Lambda, Hotelling’s Trace, and Roy’s Largest Root. These statistics test whether your independent variable has an effect on the dependent variables. The most common practice is to report only the Pillai’s Trace. You report the results in the same manner as reporting ANOVA, by noting the F value, degrees of freedom (for hypothesis and error), and significance value.
However, you also need to report the statistic value of one of the four statistics mentioned above. You can label the Pillai’s Trace statistic with V, the Wilks’ Lambda statistic with A, the Hotelling’s Trace statistic with T, and Roy’s Largest Root statistic with Θ (but you need report only one of them).
Finally, you need to look at the results of the Tests of Between-Subjects Effects (which you will see in your output). These tests tell you how your independent variable affected each dependent variable separately. You report these results in exactly the same way as in ANOVA.
Here’s how you can report all results from MANOVA:
Before reporting the results of your qualitative research, you need to recall what type of research you have conducted. The most common types of qualitative research are interviews, observations, and focus groups – and your research is likely to fall into one of these types.
All three types of research are reported in a similar manner. Still, it may be useful if we focus on each of them separately.
For example, let’s say that your qualitative research focused on young people’s reasons for smoking. You have asked your participants questions that explored why they started smoking, why they continue to smoke, and why they wish to quit smoking. Since your research was organised in this manner, you already have three major themes: (1) reasons for starting to smoke, (2) reasons for continuing to smoke, and (3) reasons for quitting smoking. You then explore particular reasons why your participants started to smoke, why they continue to smoke, and why they want to quit. Each reason that you identify will act as a subtheme.
When reporting the results, you should organise your text in subsections. Each section should refer to one theme. Then, within each section, you need to discuss the subthemes that you discovered in your data.
Let’s say that you found that young people started smoking because: (1) they thought smoking was cool, (2) they experienced peer pressure, (3) their parents modelled smoking behaviour, (4) they thought smoking reduces stress, and (5) they wanted to try something new. Now you have five subthemes within your “reasons for starting to smoke” theme. What you need to do now is to present the findings for each subtheme, while also reporting quotes that best describe your subtheme. You do that for each theme and subtheme.
It is also good practice to make a table that lists all your themes, subthemes, and associated quotes.
Here’s an example of how to report a quote within a text:
For instance, you might have noticed that the therapist finds it important to discuss: (1) the origin of the problem, (2) the lack of a patient’s medical difficulties, (3) the experience of stress, (4) the link of stress to the problem, and (5) the new understanding of the problem. You can consider these as themes in your observations.
Accordingly, you will want to report each theme separately. You do this by outlining your observation first (this can be a conversation or a behaviour that you observed), and then commenting upon it.
Here’s an example:
Therapist: Was there something that stressed you out during the last few months?
Patient: Yes, of course. I thought I would lose my job, but that passed. After that, I was breaking up with my girlfriend. But between those things, I was fine.
Therapist: And was there any difference in your symptoms while you were and while you were not stressed?
Patient: Hmmm. Actually yes. Now that I think of it, they were mostly present when I went through those periods.
Therapist: Could it be that stress intensifies your symptoms?
Patient: I never thought of it. I guess it seems logical. Is it?
As an example, let’s say that your focus group dealt with identifying reasons why some people prefer Coca-Cola over Schweppes, and vice versa. You have transcribed your focus group sessions and have extracted themes from the data. You have discovered a wide variety of reasons why people prefer one of the two drinks.
When reporting your results, you should have two sections: one listing reasons for favouring Coca-Cola, and the other listing reasons for favouring Schweppes. Within each section, you need to identify specific reasons for these preferences. You should connect these specific reasons to particular quotes.
Here’s an example of how this may look:
As we have seen, writing up qualitative results is easier than writing quantitative results. Yet, even reporting statistics is not that hard, especially if you have a good guide to help you.
Hopefully, this guide has reduced your worries and increased your confidence that you can write up the results section of your dissertation without too many difficulties.
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What goes in the results chapter of a dissertation.
The results chapter of a thesis or dissertation presents your research results concisely and objectively.
In quantitative research , for each question or hypothesis , state:
In qualitative research , for each question or theme, describe:
Don’t interpret or speculate in the results chapter.
Dissertation word counts vary widely across different fields, institutions, and levels of education:
However, none of these are strict guidelines – your word count may be lower or higher than the numbers stated here. Always check the guidelines provided by your university to determine how long your own dissertation should be.
A dissertation prospectus or proposal describes what or who you plan to research for your dissertation. It delves into why, when, where, and how you will do your research, as well as helps you choose a type of research to pursue. You should also determine whether you plan to pursue qualitative or quantitative methods and what your research design will look like.
It should outline all of the decisions you have taken about your project, from your dissertation topic to your hypotheses and research objectives , ready to be approved by your supervisor or committee.
Note that some departments require a defense component, where you present your prospectus to your committee orally.
A thesis is typically written by students finishing up a bachelor’s or Master’s degree. Some educational institutions, particularly in the liberal arts, have mandatory theses, but they are often not mandatory to graduate from bachelor’s degrees. It is more common for a thesis to be a graduation requirement from a Master’s degree.
Even if not mandatory, you may want to consider writing a thesis if you:
The conclusion of your thesis or dissertation should include the following:
The conclusion of your thesis or dissertation shouldn’t take up more than 5–7% of your overall word count.
For a stronger dissertation conclusion , avoid including:
Your conclusion should leave the reader with a strong, decisive impression of your work.
While it may be tempting to present new arguments or evidence in your thesis or disseration conclusion , especially if you have a particularly striking argument you’d like to finish your analysis with, you shouldn’t. Theses and dissertations follow a more formal structure than this.
All your findings and arguments should be presented in the body of the text (more specifically in the discussion section and results section .) The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.
A theoretical framework can sometimes be integrated into a literature review chapter , but it can also be included as its own chapter or section in your dissertation . As a rule of thumb, if your research involves dealing with a lot of complex theories, it’s a good idea to include a separate theoretical framework chapter.
A literature review and a theoretical framework are not the same thing and cannot be used interchangeably. While a theoretical framework describes the theoretical underpinnings of your work, a literature review critically evaluates existing research relating to your topic. You’ll likely need both in your dissertation .
While a theoretical framework describes the theoretical underpinnings of your work based on existing research, a conceptual framework allows you to draw your own conclusions, mapping out the variables you may use in your study and the interplay between them.
A thesis or dissertation outline is one of the most critical first steps in your writing process. It helps you to lay out and organize your ideas and can provide you with a roadmap for deciding what kind of research you’d like to undertake.
Generally, an outline contains information on the different sections included in your thesis or dissertation , such as:
When you mention different chapters within your text, it’s considered best to use Roman numerals for most citation styles. However, the most important thing here is to remain consistent whenever using numbers in your dissertation .
In most styles, the title page is used purely to provide information and doesn’t include any images. Ask your supervisor if you are allowed to include an image on the title page before doing so. If you do decide to include one, make sure to check whether you need permission from the creator of the image.
Include a note directly beneath the image acknowledging where it comes from, beginning with the word “ Note .” (italicized and followed by a period). Include a citation and copyright attribution . Don’t title, number, or label the image as a figure , since it doesn’t appear in your main text.
Definitional terms often fall into the category of common knowledge , meaning that they don’t necessarily have to be cited. This guidance can apply to your thesis or dissertation glossary as well.
However, if you’d prefer to cite your sources , you can follow guidance for citing dictionary entries in MLA or APA style for your glossary.
A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. In contrast, an index is a list of the contents of your work organized by page number.
The title page of your thesis or dissertation goes first, before all other content or lists that you may choose to include.
The title page of your thesis or dissertation should include your name, department, institution, degree program, and submission date.
Glossaries are not mandatory, but if you use a lot of technical or field-specific terms, it may improve readability to add one to your thesis or dissertation. Your educational institution may also require them, so be sure to check their specific guidelines.
A glossary or “glossary of terms” is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. Your glossary only needs to include terms that your reader may not be familiar with, and is intended to enhance their understanding of your work.
A glossary is a collection of words pertaining to a specific topic. In your thesis or dissertation, it’s a list of all terms you used that may not immediately be obvious to your reader. In contrast, dictionaries are more general collections of words.
An abbreviation is a shortened version of an existing word, such as Dr. for Doctor. In contrast, an acronym uses the first letter of each word to create a wholly new word, such as UNESCO (an acronym for the United Nations Educational, Scientific and Cultural Organization).
As a rule of thumb, write the explanation in full the first time you use an acronym or abbreviation. You can then proceed with the shortened version. However, if the abbreviation is very common (like PC, USA, or DNA), then you can use the abbreviated version from the get-go.
Be sure to add each abbreviation in your list of abbreviations !
If you only used a few abbreviations in your thesis or dissertation , you don’t necessarily need to include a list of abbreviations .
If your abbreviations are numerous, or if you think they won’t be known to your audience, it’s never a bad idea to add one. They can also improve readability, minimizing confusion about abbreviations unfamiliar to your reader.
A list of abbreviations is a list of all the abbreviations that you used in your thesis or dissertation. It should appear at the beginning of your document, with items in alphabetical order, just after your table of contents .
Your list of tables and figures should go directly after your table of contents in your thesis or dissertation.
Lists of figures and tables are often not required, and aren’t particularly common. They specifically aren’t required for APA-Style, though you should be careful to follow their other guidelines for figures and tables .
If you have many figures and tables in your thesis or dissertation, include one may help you stay organized. Your educational institution may require them, so be sure to check their guidelines.
A list of figures and tables compiles all of the figures and tables that you used in your thesis or dissertation and displays them with the page number where they can be found.
The table of contents in a thesis or dissertation always goes between your abstract and your introduction .
You may acknowledge God in your dissertation acknowledgements , but be sure to follow academic convention by also thanking the members of academia, as well as family, colleagues, and friends who helped you.
A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other academic texts , with an introduction , a main body, and a conclusion .
An annotated bibliography is a list of source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a paper .
In a thesis or dissertation, the discussion is an in-depth exploration of the results, going into detail about the meaning of your findings and citing relevant sources to put them in context.
The conclusion is more shorter and more general: it concisely answers your main research question and makes recommendations based on your overall findings.
In the discussion , you explore the meaning and relevance of your research results , explaining how they fit with existing research and theory. Discuss:
The results chapter or section simply and objectively reports what you found, without speculating on why you found these results. The discussion interprets the meaning of the results, puts them in context, and explains why they matter.
In qualitative research , results and discussion are sometimes combined. But in quantitative research , it’s considered important to separate the objective results from your interpretation of them.
Results are usually written in the past tense , because they are describing the outcome of completed actions.
To automatically insert a table of contents in Microsoft Word, follow these steps:
Make sure to update your table of contents if you move text or change headings. To update, simply right click and select Update Field.
All level 1 and 2 headings should be included in your table of contents . That means the titles of your chapters and the main sections within them.
The contents should also include all appendices and the lists of tables and figures, if applicable, as well as your reference list .
Do not include the acknowledgements or abstract in the table of contents.
The abstract appears on its own page in the thesis or dissertation , after the title page and acknowledgements but before the table of contents .
An abstract for a thesis or dissertation is usually around 200–300 words. There’s often a strict word limit, so make sure to check your university’s requirements.
In a thesis or dissertation, the acknowledgements should usually be no longer than one page. There is no minimum length.
The acknowledgements are generally included at the very beginning of your thesis , directly after the title page and before the abstract .
Yes, it’s important to thank your supervisor(s) in the acknowledgements section of your thesis or dissertation .
Even if you feel your supervisor did not contribute greatly to the final product, you must acknowledge them, if only for a very brief thank you. If you do not include your supervisor, it may be seen as a snub.
In the acknowledgements of your thesis or dissertation, you should first thank those who helped you academically or professionally, such as your supervisor, funders, and other academics.
Then you can include personal thanks to friends, family members, or anyone else who supported you during the process.
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The main purpose of a dissertation is to contribute knowledge to your field of study. So it goes without saying that a dissertation is rather pointless if you don’t document the results of your research clearly! This is where you document the findings of your research, where you make sense of what you have discovered throughout the research process and explain its relevance to the research question or problem. Let’s explore how to write the results section of your dissertation.
Conventionally, the results section is the fourth chapter of your dissertation, written after you present your method of study . How exactly you present your findings differs from study to study, depending on the topic and discipline your research is situated in, the methods you used, and what kind of data you are presenting.
Here’s what you’ll cover in the results chapter:
Pro-tip: Always check your university’s guidelines for specific details on what you are required to write about in this section.
It’s important to note that the results chapter is usually not the same as the discussion . The purpose of the results section is to present findings in a logical, objective, and impartial manner. At this stage, you do not include your interpretation as a researcher or discuss the implications of the research. Observations that you make, as a researcher, are better suited for the next few chapters. In other words, you simply present the data in the results chapter, and you interpret it in the discussion chapter.
Although, in some cases (for instance, if your university tells you to), you may be asked to combine the two sections. In this case, you’ll have to weave your interpretation and analysis into the segments where you’re presenting data.
Regardless of whether your dissertation is qualitative or quantitative in nature, there are certain aspects common to this chapter. It has an introduction that reiterates the aims and purpose of the research, a body that deconstructs the results obtained during the research process, and a conclusion that summarizes the study’s findings and sets the stage for a discussion about its implications for your research area.
This chapter is written in the simple past tense, as you are reporting a study that has been conducted in the past.
The purpose of qualitative research is to explore the depth and nuances of a particular topic. So you’ll be engaged with uncovering it through words and detailed descriptions, rather than hard numbers. A qualitative study sees data being presented primarily in the form of words , often supplemented with quantitative data that supports relevant claims. You’re likely to resort to this kind of analysis if you’re working in humanities and social sciences.
The first decision you’ll need to make at this moment is whether you’ll be structuring your data chronologically (in order of how you conducted the research) or thematically (in terms of patterns and trends that you see in your data).
Ensure that each finding you highlight is directly relevant to your research question. You may have made many discoveries over the course of your research, but your chapter has to be concise and report findings that either support or contradict your hypothesis. There is a lot of raw data that you will need to sift through to decide what’s important.
Include excerpts and quotations from appropriate sources such as interviews, discussion transcripts, supporting literature, and so on, to back each of your findings.
Although your chapter is mostly just a barrage of words, it’s useful to have graphs, tables, charts, and other visual elements that illustrate what you’re saying in text. Having such quantitative parameters within the chapter is not mandatory (and may not even apply to certain types of research, like a literary analysis), but is often helpful with establishing a story for your research.
Commonly used qualitative research methods: in-depth interviews, case studies, focus group discussions, theoretical research , literary analysis, and so forth.
Quantitative research, as the name suggests, focuses on studying data through statistical and mathematical techniques. If you’re doing this type of research for your dissertation, your results chapter will be dominated by statistics and numbers (represented through graphs, tables, charts, etc.), explained succinctly through text.
Here’s what you have to include in the chapter:
Since numerical data can be dense and difficult to understand at the first glance, it’s always advised that you articulate them visually, through graphs, tables, charts, and perhaps even relevant figures. Not only does this allow you to deconstruct data in a more appealing way, but it also allows you to spell out a narrative for your data, which you will support with text that explains your findings.
Commonly used quantitative research methods: Surveys, polls, simulations and modeling of data
Are the results and discussion sections the same, do i have to combine the results and discussions sections, where can i document raw data i haven’t been able to include in the chapter, how long should the results section of a dissertation be, what can i include in an appendix.
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How to Write a Results Section | Tips & Examples. Published on August 30, 2022 by Tegan George. Revised on July 18, 2023. A results section is where you report the main findings of the data collection and analysis you conducted for your thesis or dissertation. You should report all relevant results concisely and objectively, in a logical order.
The results chapter (also referred to as the findings or analysis chapter) is one of the most important chapters of your dissertation or thesis because it shows the reader what you've found in terms of the quantitative data you've collected. It presents the data using a clear text narrative, supported by tables, graphs and charts.
Learn how to report the main findings of your data collection and analysis in a concise and objective way. See examples of quantitative and qualitative results sections and tips for formatting and structure.
Learn how to write an APA results section for quantitative research papers in psychology, education, and social sciences. Find out what to include, how to summarize data, and how to present statistics effectively.
What should the thesis results section include? Include all relevant results as text, tables, or figures. Report the results of subject recruitment and data collection. For qualitative research, present the data from all statistical analyses, whether or not the results are significant. For quantitative research, present the data by coding or ...
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 ...
The results section of a dissertation is a data statement from your research. Here you should present the main findings of your study to your readers. This section aims to show information objectively, systematically, concisely. It is allowed using text supplemented with illustrations.
The dissertation's findings section presents the key results of your research without interpreting their meaning. Theoretically, this is an exciting section of a dissertation because it involves writing what you have observed and found. However, it can be a little tricky if there is too much information to confuse the readers.
The results section is where you report the main findings of your research. Watch this video to learn how to report your results concisely and objectively in...
When writing a dissertation or thesis, the results and discussion sections can be both the most interesting as well as the most challenging sections to write. You may choose to write these sections separately, or combine them into a single chapter, depending on your university's guidelines and your own preferences. ... The Results section ...
What goes in the results section. Conventionally, the results section is the fourth chapter of your dissertation, written after you present your method of study. How exactly you present your findings differs from study to study, depending on the topic and discipline your research is situated in, the methods you used, and what kind of data you ...
The results section of a research paper tells the reader what you found, while the discussion section tells the reader what your findings mean. The results section should present the facts in an academic and unbiased manner, avoiding any attempt at analyzing or interpreting the data. Think of the results section as setting the stage for the ...
A well-structured results section enables readers to understand the progression of your experiments and the relationship between different findings. Begin by reminding readers of the research questions or hypotheses that guided your study. This alignment helps establish a clear connection between the objectives of your research and the ...
Research results refer to the findings and conclusions derived from a systematic investigation or study conducted to answer a specific question or hypothesis. These results are typically presented in a written report or paper and can include various forms of data such as numerical data, qualitative data, statistics, charts, graphs, and visual aids.
The fifth edition of the APA Style Manual (APA, 2001) details how to prepare the results section, format text and figures, organize your dissertation, and convert it to one or more journal articles. (Check with your department for local variations from APA style.) That said, proper formatting can only do so much.
The results chapter of a thesis or dissertation presents your research results concisely and objectively. In quantitative research, for each question or hypothesis, state: The type of analysis used. Relevant results in the form of descriptive and inferential statistics. Whether or not the alternative hypothesis was supported.
The results chapter of a dissertation should include the core findings of a study. Essentially, only the findings of a specific study should be included in this section. These include: Data presented in graphs, tables, charts, and figures. Data collection recruitment, collection, and/or participants. Secondary findings like subgroup analyses ...
Writing The Results Section. To make the dissertation easier to interpret, it is best to have a results chapter and then a discussion chapter separately. By separating these two sections, you are then able to present the findings and then interpret them and review them against any secondary data found in the literature review or in the ...
This template covers all the core components required in the results chapter of a typical dissertation, thesis or research project: The purpose of each section is explained in plain language, followed by an overview of the key elements that you need to cover. The template also includes practical examples to help you understand exactly what's ...
Following this overall summary, the relevant data in the tables is broken down into greater detail in text form in the Results section. "Results on the bio-accumulation of cadmium were found to be the highest (17.5 mg kgG1) in the bulb, when the concentration of cadmium in the solution was 1×10G2 M and lowest (0.11 mg kgG1) in the leaves when the concentration was 1×10G3 M."
PICTURE 2. Results of ANOVA for regression: Now you need to report the value of R 2 (see PICTURE 3), which tells you the degree to which your model predicted self-esteem scores. You need to multiply this value by 100 to get a percentage. Thus, if your R 2 value is .335, the percentage becomes 33.5%.
The results chapter of a thesis or dissertation presents your research results concisely and objectively. In quantitative research, for each question or hypothesis, state: The type of analysis used. Relevant results in the form of descriptive and inferential statistics. Whether or not the alternative hypothesis was supported.
The results section of a dissertation is where you document the findings of your research. Read on to know how to write one.
Title of Dissertation: _____ _____ _____ This is to report that the above-named student, under the direction of their committee, completed the Dissertation Defense with the following results: Passed second attempt unconditionaly. Dissertation accepted as presented. Passed second attempt conditionally. Dissertation requires revisions to be ...
Dissertation defense: Olivia Richards 07/02/2024 11:00 a.m. - 1:00 p.m. 2435 North Quad or online The University of Michigan School of Information is pleased to announce the oral defense of Olivia Richards .