SENIOR HIGH SCHOOL

Practical
Research 2
Quarter 4:
Formulating Recommendations
Practical Research 2 – Grade 12
Alternative Delivery Mode
Quarter 4 : Formulating Recommendations
First Edition, 2020

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Practical
Research 2
Quarter 4:
Formulating Recommendations
Introductory Message
For the facilitator:

Welcome to Practical Research 2 for Grade 12 Alternative Delivery Mode (ADM)

Module on Formulating Recommendations!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module on

Formulating Recommendations!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the formulating research recommendations. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

After going through this module, you are expected to:

1. identify the considerations for formulating recommendations;
2. explain the importance of careful formulation of research recommendations;
3. explain the connection between and among findings, conclusions and
recommendations; and
4. identify the different characteristics of sound recommendations.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. This is the part of the research where the researcher/s suggest/s specific
interventions or strategies to address the issues and constraints identified in
the assessment.
a. Findings
b. Conclusion
c. Application
d. Recommendation

2. These should directly respond to key findings arrived at through data

collection and analysis.
a. Findings
b. Conclusion
c. Application

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 d. Recommendation

3. Recommendations are based on ______________________.

a. References
b. hearsays
c. Researcher’s opinion
d. Findings and conclusions

4. Recommendations should begin with ____________________.

a. Pronoun
b. Noun
c. Verb
d. Conjunction
5. One of the most important considerations when formulating
recommendations is _______________
a. Feasibility
b. Weather
c. Emotions
d. Academic standing of respondents

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 Lesson
Formulating
1 Recommendations
A research paper does not end after gathering data and interpreting the
findings. Certainly, one of the most important aspects of data analysis is done once
the data are interpreted and conclusions have been made --- formulation of
recommendations. However, in giving recommendations researcher must make
sure that issues based on the findings will be addressed.

What’s In

After gathering and interpreting the data, the researcher is then ready to
formulate conclusions based on the findings. Conclusions are realization
statements based on the result of the study conducted. After conclusions are given,
recommendations may then be formulated.

Notes to the Teacher

This module contains discussions about formulating
recommendations based on the findings and conclusions of the
study. This can help you in guiding the learners in writing
succinct recommendation/s.

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 What’s New

Read and analyze the following research findings

1. After carefully examining the results of the study, it was revealed that
students got higher scores when lessons were taught using audio-visual
equipment such as television and projector by 90% compared to those
who were taught using regular textbooks and activity sheets.
2. Findings revealed that students enrolled in the distance learning
program of the University have lower participation rate of 22% compared
to students enrolled in regular class with 78% participation rate.

Questions for discussion

1. What was your bases for giving recommendations?

2. Do you think it is possible to give recommendations without the
presentation of the findings of the study? Prove your answer.

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 What is It

Recommendations are arguably the most important part of the analysis phase—this
is where you will suggest specific interventions or strategies to address the issues and
constraints identified in the assessment.

Recommendations should directly respond to key

findings arrived at through data collection and analysis. A
process of prioritization is essential to narrowing down
findings, and once this is done, recommendations should be
developed that align with the most important findings. 

Characteristics of Good Recommendations

 should be one-sentence,
 succinct,
 start with an action verb (create, establish, fund, facilitate, coordinate, etc.)
 should use a “SMART” format (Specific, Measurable, Attainable, Realistic, Timely).
 should be followed by a few sentences of explanatory text.
 should be feasible. Both operational feasibility and political feasibility (i.e., political
will) should be considered when developing recommendations.
 Timely

Recommendations are typically summarized in the Executive Summary, and presented

in full within specific technical sections, usually as a short list of bullets following the
findings summary. In some reports, there may be a section at the end of the document that
consolidates recommendations and highlights the linkages across core areas (e.g., service
delivery and health financing) prior to the conclusion section.

TIP: Recommendations stem from the findings. Link each of your recommendations to the
finding that supports it, to highlight the direct connection between assessment and action.
You can show this link visually by using a two-columned table: the first column lists the
finding, and the respective recommendation is listed adjacently in the second column.

Considerations for prioritizing recommendations

 Is it feasible?
 Is there political will, or potential opposition?
 Does it fill an existing gap or need?
 What is the likely impact?
 Are resources available (individuals, expertise, funding)?
 Does it require policy reform?
 What is the estimated time frame to implement?

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 Does it advance gender equality and, if so, how?
 Will it remove a critical barrier or accelerate an opportunity to achieve an outcome of
interest?
 Might it generate an unintended consequence?

What’s More

Activity 1.1 Recommending Alternative Words

Read the following sentences and pay attention to the underlined words. Think of a
word that can be used in place of the underlined word without changing the
meaning of the sentence.
1. After formulating conclusions, the researcher may then start
formulating recommendations.
2. It may then be inferred that careful analysis of data is essential to
make sound recommendations.
3. Recommendations must be specific and not to wordy.
4. In suggesting steps to resolve the issue, availability of materials must
be considered.
5. Prioritization must also be considered when giving and following
recommendations.

What I Have Learned

1. Findings and conclusions are the major basis when formulating

recommendations.
2. Recommendations must be short, only one sentence long.
3. Process of prioritization must be followed to determine which findings need
urgent recommendations.
4. When formulating recommendations, researchers must make sure no
discrimination in any form will be felt by the readers.
5. Sound recommendations can be rooted from a well interpreted data.
6. Recommendations are formulated for the purpose of giving probable
solutions to identified problems and causes of such.

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 What I Can Do

Formulate recommendations based on the given research findings below.

Findings Recommendations

A study this year found that greeting

students at the classroom door had
both psychological and academic
benefits: Engagement increased by 20%
while disruptive behavior decreased by
9%.

Another study found that heavily

decorated walls can overwhelm
students, impairing their attention and
memory.

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. The primary function of the recommendation part of the researcher is

to __________________________.
a. Complete the required parts of the research work
b. Suggest probable actions based on the research findings
c. Insist actions that must be done according to researcher’s
personal point of view.
d. Prove that the researcher has high level of knowledge regarding
the topic.
2. A good recommendation is
a. long and wordy
b. only one-sentence long
c. one paragraph each
d. one full page long
3. It is considered as the most important part of analysis because it is
the part were suggestions are given by the researcher based on the
findings of the study.

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 a. Findings
b. Conclusions
c. Recommendations
d. Computations
4. The following must be considered when prioritizing recommendations,
except:
a. Feasibility
b. Time frame
c. Return of investment
d. Gender equality
5. Recommendation must be SMART meaning:
a. Specific Measurement Applied in Research Technology
b. Standard Measurement Applicable for Research Testing
c. Specific, measurable, attainable, realistic, and timely
d. Suitable, memorable, artistic, reliable, and truthful

Additional Activities

Accomplish the crossword puzzle. Read the hints given for each
number.

Answer Key

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Assessment What's More What I Know
1. B 1. Suggestions 1. D
2. B 2. Concluded 2. D
3. C 3. Precise, succinct 3. D
4. C 4. Feasible 4. C
5. C 5. Ordering, 5. A
ranking

Additional Activity
1. Prioritization
2. Recommendations
3. Succinct
4. Findings
5. Feasible

References

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US Aid from the American people (2014). Assessment phases. Retrieved from
https://assessment-action.net/assessment-phases/analyze/

Terada, Y. (2018). 2018 Education Research Highlights. Retrieved from:

https://www.edutopia.org/article/2018-education-research-highlights

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