Writing the Results chapter or section

Writing the Results chapter or section Kevin Schwandt, PhD Dissertation Editor

Commonalities among all results chapters or sections • Introduction • Data collection • Data analysis • Findings (raw data) • Conclusions – a summary of findings

Tips on writing a quantitative results chapter or section • Summarize patterns • If you merely provide a table or chart, you leave it to your readers to figure out for themselves what that evidence says. • Instead, digest the patterns to help readers see the general relationship in the table or chart.

Common mistakes in a quantitative results chapter or section • Reporting every number from the table or figure • Paint the big picture, rather than reiterating the little details. If readers are interested in specific values within the patterns you describe, they can look them up in the accompanying table or figure. • Guidance in the APA 6th edition manual on reporting statistics is on pages 116-117 and in Chapter 5, Displaying Results.

Example: Narrative Of the total superintendents surveyed, 61 (39.1%) had obtained a doctorate degree. Within this category, 34 (55.7%) were servant leaders, and 27 (44.3%) were nonservant leaders. A total of 15 superintendents were education specialists, an official title defined in this state as having all of their doctoral credits for formal coursework; however, deficient the credits and final product of a doctoral study. Within this cohort of 15, 7 (46.7%) were servant leaders, and 8 (53.3%) were nonservant leaders. In the most widespread category of this demographic, 80 (51.3%) superintendents had obtained a master’s degree as their highest level of formal education. Of these superintendents, 38 (47.5%) were designated servant leaders, and 42 (52.5%) as nonservant leaders. Table 10 presents a visual summary of the SASL response data.

Table that followed Table 10 Self-Assessment of Servant Leadership Information for Highest Academic Degree Obtained Results

Common mistakes in a qualitative results chapter or section • Providing little detail about data analysis. • “And then there were themes…” • How did you categorize your data? What was your process? Be specific.

Common mistakes in a qualitative results chapter or section • Assuming objectivity as a researcher • If you have a preestablished relationship with your study participants, you cannot assume that your role is unbiased. • What potential disadvantages might your study have due to your personal experiences? • What potential advantages might your study have due to your personal experiences?

Presenting data in a qualitative results chapter or section • Identifying participants • Editing transcribed material for readability • Formatting transcribed material

A few notes on tables • Summarize data in visual form • Make relationships easier to see • Use horizontal lines only

Making horizontal lines

Horizontal lines

Table headers • Two components • Table number (e.g., Table 1) • Table title • Clear and concise description of the table • Italicized underneath the table number • Use title capitalization • No period at the end • Table headers go above the table

Example table Table 1 Mean Heights of Young Boys and Girls

Tables within the text • Refer to tables by numbers (not title or “the table above”) • Example: “…as displayed in Table 1.”

Figures • Like tables, also summarize data in visual form • Include graphs, charts, diagrams, maps, photographs, etc.

Sample

Axes • Labeled • With units • Y-axis written horizontally • Contains zero point • Just long enough to include all data

Figure caption • Placed below the figure • Contains italicized figure number • Has figure caption/description • Period at the end. Figure 1. Mean heights of different aged children.

Figures within text • Same as tables • Refer to figures by number (not by title or “the figure above”) • Example:…as displayed in Figure 1.

DraftingPlanning tips • Read other dissertations. http://library.waldenu.edu/Books_23655.htm Click Connect to Walden Dissertations • Write sections that you are in the mood to write. Write something every day, even just an annotation. • Keep it simple, clear, and unambiguous by writing short sentences in varied sentence structure. • Get help when you need it (committee members, statisticians, editors, peers).

Feedback • You may reasonably expect constructive criticism, corrections, questions, and comments that ask you to elaborate on or complete your thoughts. • Rejection . . . of the document, not of you. • You might not be as clear as you think because: • Of your immersion in the topic and process; • Of your supportive committee; • Educated readers (in and outside of your field) do not know everything you know.

Resources Center for Research Support http://researchcenter.waldenu.edu/ Scroll down and click: Dissertation Rubric under PhD Process and Documents

Resources Writing Center • Use the APA 6 Dissertation Template for • Headings • Margins • Page numbers • Table of Contents • Visit the Writing Center for more dissertation information http://writingcenter.waldenu.edu/549.htm or archived webinars http://writingcenter.waldenu.edu/26.htm • Access the WIRE schedule.

Checklist for submitting drafts to faculty • Compare your draft to the rubric: Is it complete? • Edit your work, line-by-line (refer to APA 6 form and style checklist at http://writingcenter.waldenu.edu/549.htm • Ask an educated reader outside of your field to read it critically (not a family member or a friend). • Submit chapter drafts to dissertation editors through the WIRE.

Writing the Results chapter or section