Lesson 3 [PRH102]

• The Discussion portion explains the reported results, connecting research findings to related studies and answering research questions
• Guide Questions for Discussion

  • How did your actual results compare with what you expected?
  • How do your results compare with the results of other researchers?
  • How might you explain any unexpected results?
  • How might you test those potential explanations?
  • Based on your results, what question/s would you logically want to ask next?
• The Results portion displays the data gathered in the study focusing on key findings, presented using texts, tables, or charts
• Table 8 demonstrates the data on the radical-scavenging activity (RSA) of the crude methanol leaf extract of Peperomia pellucida (L.) from the DPPH assay
• Guidelines for writing results and discussion

  • Use appropriate illustrations aligned with research objectives
  • Observe accuracy, conciseness, and comprehensiveness
  • Establish connection between findings and related studies, theories, and practices
  • Observe other conventions in writing discussion
• Structure of data commentary

  • Location element and/or summary statements
• Research findings challenge critical thinking to describe and analyze the data and results
• The Results and Discussion part shows and explains the collected data and yielded outputs
• Guide Questions for Results


  • What is the result of the experiment?
  • What interesting trends in your data are observable?
  • Were there problems encountered during the data collection? (Optional)
• Results from the DPPH assay show that T1 has 16.25% rate of antioxidant activity and T2 has 21.74% rate of antioxidant activity
• Elements in writing a data commentary

  • Location element and/or summary statements
  • Highlighting statements
  • Discussion of implications, problems, recommendations, etc.
• Acting Out is a coping strategy for academic anxiety of DLSMHSI-SHSSHS students during the pandemic
• Common actions performed by students using acting out as a coping strategy include taking anger out on things or people and harming oneself
• In classical economic theory, 'rational' means that economic agents are able to consider the outcome of their choices and recognise the net benefits of each one
• It is a flawed assumption as people usually don't act rationally
• Elevated levels of stress and anxiety can lead individuals to feel irate, impatient, and angry, potentially escalating to verbal or physical violence
• If you add up marginal utility for each unit you get total utility
• Individuals tend to displace their emotions and anxiety to other people or objects not involved in the situation
• The study by Boniel et al. was conducted

  2018
• Respondents act out by

  Displacing their emotions and anxiety to other people or objects which were not involved in the situation
• Acting Out as a Coping Strategy for the Academic Anxiety of DLSMHSI-SHSSHS Students during this Pandemic (Babilonia et al., 2022)
• Cherry: 'Other articles refer to this practice as displaced aggression, where violent behavior is directed at another party which is not the source of the frustration, and the outcome of this behavior typically provokes inappropriate expressions of emotion, constant anger cycles, relationship problems, and prejudice'
• Common actions practiced by respondents who take their anger out on objects

  • Punching the wall
  • Screaming at pillows
  • Slamming the door
• This means that students with higher levels of organizational participation tend to have higher academic grit
• In other words, the respondents who scored higher in the Grit Scale for Children and Adults in the context of organizational participation also scored high in the context of a
• Organizational Participation and Its Relation to the Academic Grit of Senior High School Students (Alex et al., 2022)
• Actions performed by respondents showing signs of acting out

  • Taking anger out on things or people
  • Harming oneself
• Using Pearson R, a strong positive correlation is found between the two variables above as shown by r = 0.783, and the correlation coefficient is significant as presented by p < 0.001
• Experiencing too much anger


  Could quickly escalate to verbal or physical violence harming oneself or those around the individual
• Santos-Longhurst: 'When an individual experiences too much of this emotion, particularly anger, it could quickly escalate to verbal or physical violence harming oneself or those around the individual'
• Table 12 shows the variables organizational participation and academic grit
• Table 13 shows the different coping mechanism through acting out by the respondents from a total of 55 respondents (23.6% of the respondent population) who disclosed the actions they have done upon using acting out as a coping strategy
• Elevated levels of stress and anxiety usually cause people to feel irate, impatient, and angry (Lockett, 2022)
• A strong positive correlation is found between organizational participation and academic grit as shown by r = 0.783, and the correlation coefficient is significant as presented by p < 0.001
• Without using a cognitive variable

  Supports Bazelais et al.'s (2016) claim that the inclusion of an eminent personality trait leads to success
• Students with higher levels of organizational participation tend to have higher academic grit
• Students with higher levels of organizational participation

  Tend to have higher academic grit
• Students with greater organizational participation have higher long-term dedication to pursue their academic goals
• Respondents who scored higher in the Grit Scale for Children and Adults in the context of organizational participation also scored high in the context of academic grit