I. General Rules
These are the general rules you should adopt when composing your discussion of the results:
- Do not be verbose or repetitive
- Be concise and make your points clearly
- Avoid using jargon
- Follow a logical stream of thought; in general, interpret and discuss the significance of your findings in the same sequence you described them in your results section
- Use the present verb tense, especially for established facts; however, refer to specific works or prior studies in the past tense
- If needed, use subheadings to help organize your discussion or to categorize your interpretations into themes
II. The Content
The content of the discussion section of your paper most often includes:
- Explanation of results: comment on whether or not the results were expected for each set of results; go into greater depth when explaining findings that were unexpected or especially profound. If appropriate, note any unusual or unanticipated patterns or trends that emerged from your results and explain their meaning in relation to the research problem.
- References to previous research: either compare your results with the findings from other studies or use the studies to support a claim. This can include re-visiting key sources already cited in your literature review section, or, save them to cite later in the discussion section if they are more important to compare with your results instead of being a part of the general literature review of research used to provide context and background information. Note that you can make this decision to highlight specific studies after you have begun writing the discussion section.
- Deduction: a claim for how the results can be applied more generally. For example, describing lessons learned, proposing recommendations that can help improve a situation, or highlighting best practices.
- Hypothesis: a more general claim or possible conclusion arising from the results [which may be proved or disproved in subsequent research]. This can be framed as new research questions that emerged as a result of your analysis.
III. Organization and Structure
Keep the following sequential points in mind as you organize and write the discussion section of your paper:
- Think of your discussion as an inverted pyramid. Organize the discussion from the general to the specific, linking your findings to the literature, then to theory, then to practice [if appropriate].
- Use the same key terms, narrative style, and verb tense [present] that you used when when describing the research problem in your introduction.
- Begin by briefly re-stating the research problem you were investigating and answer all of the research questions underpinning the problem that you posed in the introduction.
- Describe the patterns, principles, and relationships shown by each major findings and place them in proper perspective. The sequence of this information is important; first state the answer, then the relevant results, then cite the work of others. If appropriate, refer the reader to a figure or table to help enhance the interpretation of the data [either within the text or as an appendix]. The order of interpreting each major finding should be in the same order as they were described in your results section.
- A good discussion section includes analysis of any unexpected findings. This part of the discussion should begin with a description of any unanticipated findings, followed by a brief interpretation as to why you believe it appeared and, if necessary, its possible significance in relation to the overall study. If more than one unexpected finding emerged during the study, describe each them in the order they appeared as you gathered or analyzed the data. The exception to discussing findings in the same order you described them in the results section would be to begin by highlighting the implications of a particularly unexpected or significant finding that emerged from the study, followed by a discussion of the remaining findings.
- Before concluding the discussion, identify potential limitations and weaknesses if you do not plan to do so in the conclusion. Comment on their relative importance in relation to your overall interpretation of the results and, if necessary, note how they may affect the validity of your findings. Avoid using an apologetic tone; however, be honest and self-critical [e.g., in retrospective, you believe including a particular question in a survey instrument could have revealed additional data].
- The discussion section should end with a concise summary of the principal implications of the findings regardless of significance. Give a brief explanation about why you believe the findings and conclusions of your study are important and how they support broader knowledge or understanding of the research problem. This can be followed by any recommendations for further research. However, do not offer recommendations which could have been easily addressed within the study. This would demonstrate to the reader that you have inadequately examined and interpreted the data.
IV. Overall Objectives
The objectives of your discussion section should include the following:
I. Reiterate the Research Problem/State the Major Findings
Briefly reiterate the research problem or problems you are investigating and the methods you used to investigate them, then move quickly to describe the major findings of the study. You should write a direct, declarative, and succinct proclamation of the study results, usually in one paragraph.
II. Explain the Meaning of the Findings and Why They are Important
Consider the likelihood that no one has thought as long and hard about your study as you have. Systematically explain the underlying meaning of your findings and state why you believe they are significant. After reading the discussion section, you want the reader to think critically about the results [“why didn't I think of that?”]. You don’t want to force the reader to go through the paper multiple times to figure out what it all means. If applicable, begin this part of the section by repeating what you consider to be your most significant or unanticipated finding first, then systematically review each finding. Otherwise, follow the general order you reported the findings in the results section.
III. Relate the Findings to Similar Studies
No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your results to those found in other studies, particularly if questions raised from prior studies served as the motivation for your research. This is important because comparing and contrasting the findings of other studies helps to support the overall importance of your results and it highlights how and in what ways your study differs from other research about the topic. Note that any significant or unanticipated finding is often because there was no prior research to indicate the finding could occur. If there is prior research to indicate this, you need to explain why it was significant or unanticipated.
IV. Consider Alternative Explanations of the Findings
It is important to remember that the purpose of research in the social sciences is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations for the study results, rather than just those that fit your hypothesis or prior assumptions and biases. This is especially important when describing the discovery of significant or unanticipated findings.
V. Acknowledge the Study’s Limitations
It is far better for you to identify and acknowledge your study’s limitations than to have them pointed out by your professor! Note any unanswered questions or issues your study did not address and describe the generalizability of your results to other situations. If a limitation is applicable to the method chosen to gather information, then describe in detail the problems you encountered and why.
VI. Make Suggestions for Further Research
You may choose to conclude the discussion section by making suggestions for further research [this can be done in the overall conclusion of your paper]. Although your study may offer important insights about the research problem, this is where you can address other questions related to the problem that remain unanswered or highlight previously hidden questions that were revealed as a result of conducting your research. You should frame your suggestions by linking the need for further research to the limitations of your study [e.g., in future studies, the survey instrument should include more questions that ask..."] or to critical issues revealed from the data that were not considered initially in your research.
NOTE: Besides the literature review section, the preponderance of references to sources is usually found in the discussion section. A few historical references may be helpful for perspective but most of the references should be relatively recent and included to aid in the interpretation of your results or used to link to similar studies. If a study that you cited disagrees with your findings, don't ignore it--clearly explain why your research findings differ from theirs.
V. Problems to Avoid
- Do not waste time restating your results. Should you need to remind the reader of a finding to be discussed, use "bridge sentences" that relate the result to the interpretation. An example would be: “In the case of determining available housing to single women with children in rural areas of Texas, the findings suggest that access to good schools is important," then move on to explaining this finding.
- Recommendations for further research can be included in either the discussion or conclusion of your paper, but do not repeat your recommendations in the both sections. Think about the overall narrative flow of your paper to determine where best to locate this information.
- Do not introduce new results in the discussion section. Be wary of mistaking the reiteration of a specific finding for an interpretation because it may confuse the reader. The description of findings [results] and the interpretation of their significance [discussion] should be distinct sections of your paper. If you choose to combine the results section and the discussion section into a single narrative, you must be clear in how you report the information discovered and your own interpretation of each finding.
- Use of the first person is generally acceptable. Using first person can help emphasize a point or illustrate a contrasting finding. However, keep in mind that too much use of the first person can actually distract the reader from the main points [i.e., I know you're telling me this; just tell me!].
Analyzing vs. Summarizing. Department of English Writing Guide. George Mason University; Discussion. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Hess, Dean R. "How to Write an Effective Discussion." Respiratory Care 49 (October 2004); Kretchmer, Paul. Fourteen Steps to Writing to Writing an Effective Discussion Section. San Francisco Edit, 2003-2008; The Lab Report. University College Writing Centre. University of Toronto; Sauaia, A. et al. "The Anatomy of an Article: The Discussion Section: "How Does the Article I Read Today Change What I Will Recommend to my Patients Tomorrow?” The Journal of Trauma and Acute Care Surgery 74 (June 2013): 1599-1602; Research Limitations & Future Research. Lund Research Ltd., 2012; Summary: Using it Wisely. The Writing Center. University of North Carolina; Schafer, Mickey S. Writing the Discussion. Writing in Psychology course syllabus. University of Florida; Yellin, Linda L. A Sociology Writer's Guide. Boston, MA: Allyn and Bacon, 2009.
One of the limitations of this research study was the constitution of the sample. First, students were not randomly selected from a larger population to participate in the study. Information about the study was sent home with all of the students at Tonganoxie Elementary School. The parents then had to sign and return an informed consent document. This might have biased the sample. However, the teachers at Tonganoxie Elementary School commented that students from a range of ability levels participated in the study. The sample was also relatively homogeneous with mostly Caucasian middle class students who lived in a relatively rural community. Therefore, the results might not generalize to other student populations, particularly those in an urban community or those with greater diversity in ethnicity and social class.
Since the experimenter in the study also authored the paper, the experimenter might have biased students' responses during the task. However, this conclusion was unlikely since the results for the Number Series task were contrary to the original hypothesis. Regardless, a blind administration of the experiment would have been desirable.
A ceiling effect also most likely influenced performance on the Equivalence task, with most students having nearly perfect scores. This effect might have masked differences in performance between the Pictorial and Numeral conditions, particularly in the high ability and second grade samples.