RESULTS

• This chapter presents the data and the qualitative and/or quantitative analyses used in the data. All results relevant to the research problems (including those that do not support the hypotheses) are presented.
• Avoid presenting tangential analyses, even if significant or interesting (these are placed in a separate subsection with a heading labelled "Supplemental Analyses": bold, centered, and in Title Case. This is typically found in Chapter 4, under summary of findings). Start this chapter with an introductory paragraph how the results will be presented.
• Avoid elaborating on or providing citations for common procedures. However, if the method is innovative, fairly new, complex or has some issues to its use, one can provide a more detailed explanation and relevant citations to justify its use (if it is appropriate and robust).
• This chapter provides an accurate and complete account of data analysis. If one is using quantitative studies, basic reporting of results of inferential statistical tests should be provided (e.g. t, F, χ² , degrees of freedom, probability, effect size, etc.).
• Always support the interpretations or claims with the relevant quantitative (statistics) or qualitative data. For qualitative studies, present the themes together with illustrative data or quotes. One can utilize a cross-case analysis table, a dendrogram or a repertory grid.
• The result should be arranged logically and parallel to the research problem or hypotheses. One may also arrange it by variable or thematically. Make judicious use of subsections and subheadings. Use tables and figures to clearly present results and statistical data. Be careful in using tables and figures to clearly present the themes, data or models.
• 1. Do not use both a table and a figure to depict the same information. Try to decide which illustration is easier to understand at a glance without looking at the analysis and interpretation of the data.
  2. Do not label tables and figures with “1.2”, “1.3”, etc. even if they belong to the same category/topic. Tables and figures should be numbered serially (1, 2, 3, 4, etc).
• Format: This section is generally written in the past tense except when referring to a table or figure within the text (for example, “Figure 1 shows that…”). Use capital Roman numeral "III" after the word Chapter.
• In-text Reporting Results of Common Statistical Tests in APA Format

  
  

  • Every statistical test that is reported should directly relate to each hypothesis. One can begin this section by restating each hypothesis, stating if the findings supported it, then providing the data and statistics that permitted you to make these observations.
• Test statistics and p values should be rounded to two decimal places. For statistically significant ANOVA results and correlations, the Post Hoc Test results and coefficient of determination (r2 ) respectively are also reported. All statistical symbols that are not Greek letters should be italicized (M, SD, N, t, p, etc.).
• MEANS AND STANDARD DEVIATION

  • Clearly present means and standard deviations in parentheses.
• PERCENTAGES

  • Round values to the nearest ones so that no decimal places are reported in parentheses.
• CHI-SQUARE

  • Degrees of freedom and sample size are reported in parentheses. The Pearson chi-square value (rounded to two decimal places) and the significance level is also reported.
• T-TESTS

  • Only the degrees of freedom are in parentheses. Report the t statistic (rounded to two decimal places) and the significance level.
• ANOVAs (one way and two way)

  • Reported similarly like the t-test but two degrees of freedom numbers are reported in parentheses. First report the between groups degrees of freedom, then the within-groups degrees of freedom. These two numbers are separated by a comma. Then, report the F statistic (rounded off to two decimal places) and the significance level.
• CORRELATIONS

  • Associations are reported by giving the degrees of freedom n parentheses and the significance level.
• IMPORTANCE OF A GOOD RESULTS SECTION

  • Research results can only confirm or reject the research problem underpinning your study.
  • However, the act of articulating the results helps you to understand the problem from within, to break it into pieces, and to view the research problem from various perspectives.
• IMPORTANCE OF LITERACY AND NUMERACY

  • Strong literacy and numeracy skills are essential in today's society. Alberta Education recognizes the importance of these skills in the Ministerial Order on Student Learning, which states that all students "will employ literacy and numeracy to construct and communicate meaning."
• LITERACY

  • The ability, confidence and willingness to engage with language to acquire, construct and communicate meaning in all aspects of daily living.
• LITERACY: Language

  • A socially and culturally constructed system of communication.
• NUMERACY

  • The ability, confidence and willingness to engage with quantitative or spatial information to make informed decisions in all aspects of daily living.
• NUMERACY: Quantitative Information

  • Information that can be measured and expressed in an amount.
  • Quantity
  • Patterns and Relationship
  • Data, risk, and uncertainty
• NUMERACY: Spatial Information

  • The physical location of objects or people, or the relationship between objects or people.
  • Shape and Space
  • Measures
  • Location and Direction