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GUIDELINES FOR EFFECTIVE PRESENTATION OF RESEARCH FINDINGS AND

Preprint · January 2024

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Presenting the findings and discussing the results are two highly important sections in the presentation of a
scientific paper or dissertation. The presentation of findings and the discussion should always be aligned
with the main research purpose. Findings can be presented separately from the discussion or may be
presented concurrently. In this case, after each section detailing the research findings, the discussion section
unfolds. Many journals require papers to follow this format.

I. PRESENTATION OF FINDINGS

When presenting research findings, emphasis should be placed on the following aspects: clearly explaining
the research results. Whether qualitative or quantitative research, presenting the findings is simply about
presenting what has been achieved after data analysis. Avoid adding personal opinions while explaining.
Consider the following factors when presenting research results:

Giving General Description of the Results

The first step in presenting the findings is to provide a general description of the research findings. Similar
to describing an artwork in broad strokes, presenting the overall results is about describing the panorama
of the picture clearly, vividly, and broadly. You don't need to go into details.

The general presentation is a broad description of the study, the participants, and their characteristics. It
also involves a preliminary description of the data collected and the obtained results.

In quantitative research, along with a brief introduction to the research method, it is necessary to present
the characteristics of the study participants, such as gender, quantity, education level, origin, age, and
experience directly related to the research results. In qualitative research, in addition to a brief introduction
to the research method, there needs to be a narrative and description of the number of participants, data
analysis methods, and the main themes obtained. While these are essential elements, in many professional
papers, authors may choose to provide a general overview of the data analysis method and the main
objectives of the study.

In a dissertation, the general introduction section may range from one to several pages, depending on the
tables integrated into the manuscript. However, in a scientific paper, this section is usually condensed into
a single paragraph. In quantitative research, this section should be accompanied by the results of statistical
analysis.

For example, in the paper "Employment Tactics and Strategies of Technical-Vocational Education Students
for Career and Professional Development in the Labour Market of Vietnam," the authors only briefly
summarized the general presentation in a short paragraph. They briefly mentioned the data analysis method
and provided a concise introduction to the two main objectives of the paper, which are also the focus of the
research results. See details in Image 1 below.

Image 1: General statement of the findings

Presentation Of Main Results

After presenting an overview of the research findings, the main results should be presented selectively and
concisely. The main research results should reflect the research purpose and research questions. Avoid
presenting the obtained results in a vague and disorganized manner without addressing the core questions
of the research. When presenting the main results, refrain from explaining based on personal sentiments. In
other words, the presentation should focus on narrating the obtained results coherently.

In quantitative research, when presenting the research results, avoid overwhelming the audience with all
the tables obtained from the data analysis. Only summarize and present in the manuscript the data figures
that are relevant to the research objectives and questions. However, be mindful not to present too
superficially or limit the data figures excessively. Keep in mind that you must explain the data figures
through language to elucidate the research purpose. Explaining does not equate to discussing the results
subjectively but relies on the data figures presented in the manuscript. Remember, journal reviewers are
scholars with high expertise and naturally possess profound knowledge of statistical results. Hence, pay
attention to presenting the data figures coherently and concisely in your manuscript.

In qualitative research, the research results should also be presented selectively. The presentation of
qualitative research results is significantly different from presenting quantitative research results. When
presenting qualitative results, explain the content and main components of the obtained data, avoiding an
excessive presentation of direct quotations from research subjects. Select quotations that vividly reflect
what needs to be understood to satisfy the research objectives. Pay attention to presenting the titles
systematically to demonstrate the value of the research results.

It is crucial to note that when presenting research results, the titles should reflect the aspects, characteristics,
and extent of the research results you are presenting.

II. DISCUSSION

The discussion section is an indispensable part of preparing a manuscript for a scientific paper or
dissertation. The discussion is where phenomena and characteristics that the research results have achieved
are explained. It is not about repeating the research results but discussing and explaining the main
characteristics of the research results. In the discussion, it is essential to use evidence from published studies
or valuable articles to support the presented arguments. There are various effective approaches to
discussion, such as comparison and contrast, explanation, and proposition. Often, these three approaches
can be used together to explain a research result.

Comparison and Contrast with Previously Published Studies

Comparing the current results with those of previous studies serves two purposes. Firstly, it utilizes previous
studies to explain the similarity of the current research results. This method highlights the similarities
between the current study and previously published studies. Alternatively, it uses results from previous
studies to identify differences with the current study. This comparison aims to demonstrate the value of
your results and their differences from international studies, enhancing the applicability and novelty of the
current research.

In qualitative research, where the number of participants is usually limited, the comparison is a valuable
method to increase the value of the current study. The comparison reveals noteworthy points in the current
study. When submitting a manuscript to a journal, the discussion section must be meticulously prepared.
For example, in a study on students' preparedness for online learning, the results show that students are
quite ready for online learning. Therefore, the researcher argued that in a traditional environment, students
feel less confident in online learning. See Image 2 for details.
Image 2: Sample of a discussion

Source: Dos Santos, L. M. (2024). Experiences and sense-making processes of online teaching internship: A master
of teaching programme. International Journal of Instruction, 17(1), 23-42.

Explaining Influencing Factors on Results

One effective method to discuss research results is to use reputable data or findings from published studies
to explain your research outcomes. For example, a study was conducted to assess the success of fashion
design students equipped with comprehensive soft skills. As anticipated by educators, program designers,
and published research, individuals with strong soft skills were expected to have good employment
prospects. However, the results of this study yielded contrary findings.

In this scenario, the researcher had to rely on evidence from labor market dynamics and characteristics to
explain this unexpected outcome. Evidence from labor market data demonstrated that due to the strong
macroeconomic shifts in the region's economy, textile and apparel businesses were reducing their hiring
targets. This became one of the reasons for the students' lack of success, even with excellent soft skills, as
there were fewer suitable job opportunities available.

Explaining Unexpected Results

When research results deviate from expectations, it is crucial not to dismiss them but instead use academic
data to explain them. Discussing unexpected outcomes can be presented by comparing them with published
results or by explaining other impacts that could lead to the current findings.

Proposing Remedial Solutions

The purpose of research in social sciences, as well as other scientific disciplines, is to improve or address
issues of interest to researchers. A crucial aspect of the discussion is to propose specific solutions to
overcome or enhance the focus of the current research problem.
In summary, the discussion section is a critical component where the research results are not just repeated
but thoroughly explained, compared, contrasted, and their implications are explored. A well-crafted
discussion enhances the value of the research and provides a comprehensive understanding of the study's
contributions to the field.
 ILLUSTRATION OF EFFECTIVE PRESENTATION OF
RESULTS AND DISCUSSION

In this section, we want to illustrate from practical experience a scientific paper published in the Scopus
scientific journal. The title of the paper is "Employment Tactics and Strategies of Technical-Vocational
Education Students for Career and Professional Development in the Labour Market of Vietnam." The paper
establishes two research questions. In this part, we will present the results and discussion for the first
research question: "What are the employment tactics of TVE students in the workforce?"

For this research question, the authors present the results in three themes: "No Difficulty in Getting Initial
Jobs but Not Desirable Jobs,"The Monthly Wage is Insufficient for Living Expenses," and "Having Low
Resilience or Dissatisfaction with Employment." For detailed insights, refer to Images 3, 4, and 5.

The first theme is "No Difficulty in Getting Initial Jobs but Not Desirable Jobs." The authors inform the
readers through the title that it is not challenging to secure a job, but the obtained jobs may not align with
the students' preferences. Refer to the details in Image 3 below.

To discuss these results, the authors contrasted the findings of the current study with those previously
published. While other publications suggested that vocational students could easily find desirable jobs after
graduation, this study yielded contrary results. The authors explained this discrepancy by attributing it to
the vocational students' lack of understanding of the labor market. Furthermore, the authors proposed that
vocational students should be equipped with relevant knowledge and skills to enhance their expertise before
entering the job market. The authors' recommendations are not based on personal opinions but are supported
by evidence from previously published studies. For instance, they cited the research results of Cummins et
al. (2019) to substantiate their recommendations. Refer to the detailed information in Image 4 below.

Image 4: Discussion for the first theme

The second theme is "The monthly wage is insufficient for living expenses." The authors convey information
to readers that the income of vocational students is too low and insufficient to cover their living expenses.
In this theme, the authors explain the financial difficulties faced by vocational students without directly
quoting from the research participants. Please refer to Image 5 below.

Image 5: Second theme

The discussion for the second theme is quite extensive. In the turquoise-colored paragraph below, the
authors initially employ a comparative approach to highlight and demonstrate the value and differences of
their results compared to other studies. Subsequently, they use reports from UNESCO to provide evidence
that their findings align with UNESCO's research. This is crucial in research as it indicates the reliability
of their study, suggesting that repeated studies may yield similar results. This is referred to as dependability
in qualitative research.
In the final paragraph (pink-colored), the opening sentences explain the nature of career advancement in
the vocational students' labor market. The authors draw comparisons from the studies of Helbling and
Sacchi (2014) and Korber (2019) to illustrate that their research results are consistent with labor market
patterns. Initially, students without specific skills tend to receive lower wages, but as they gain experience,
their wages increase. Furthermore, the authors attribute this to government policies established in the
project location, which have set specific salary frameworks. Consequently, vocational students participating
in their study can only attain salaries within those regulations. This serves as an explanation for the factors
influencing the value of the researched issue. Refer to the details in Image 6 below.

Image 6: Discussion for second theme

The third title is "Having low resilience or dissatisfaction with employment." The authors summarize the
desires of vocational education students when entering the job market, such as opportunities for
advancement, a salary sufficient for living expenses, a comfortable life, and favorable working conditions.
The authors cleverly use some direct quotations to reinforce their explanations. See details in Image 7
below.
 Image 7: Third theme

In the discussion of the dissatisfaction with advancement opportunities, salary, working conditions, and
skills, the authors attribute the discontent to these factors. They do not use testimonials for comparison and
contrast with their results. Instead, they provide evidence that this situation is quite common among
vocational students in many countries. They cite evidence of the widespread nature of this issue and
attribute it to a lack of preparation from the vocational education system. Additionally, they propose that
policymakers in various countries implement suitable strategies and policies to enhance the quality of
training. This, in turn, would assist vocational students in acquiring sufficient knowledge and skills to
effectively participate in the job market. See details in Image 8 below.

Image 8: Discussion for third theme

Quan Thuan
Edited 9th January 2024

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