The results section of a research paper aims to concisely convey the key findings of the study without bias or interpretation. This section objectively presents descriptive data gathered from experiments, observations, interviews or other methods used to address the research problem under investigation.
The results section allows the reader to independently evaluate the findings and does so without drawing conclusions about their meaning. Interpretation of results is reserved for the discussion section. Presenting raw results in an orderly, systematic and easy-to-understand format should enable the reader to comprehend exactly what was found in the study.
Organization of the Results Section
There is no single prescribed format for organizing the results section of a research paper. Most published papers follow a logical flow that moves from general findings to more specific results. This allows the reader to grasp the key outcomes before delving into more intricate details.
A basic organizational structure for presenting results includes:
An introductory paragraph summarizing the main results and how they will be presented.
General descriptive statistics like sample size, participant demographics, overall scores on measures or survey responses.
Tables and figures displaying trends and relationships in the raw data. Tables allow side-by-side comparison while figures illustrate patterns visually.
Specific statistical test outputs showing relationships between variables and significance of effects/differences. P-values and measures of effect size are commonly included.
Additional analyses like correlations, regressions or qualitative themes that further address the hypotheses or research questions.
A concluding paragraph briefly summarizing the major findings presented in the section.
Within this framework, results may be grouped thematically based on dependent and independent variables, hypotheses tested, or research instruments used to collect data. Regardless of structure, a logical flow from broad to narrowly specific findings benefits readers.
Presentation Guidelines
Effective presentation of results requires adherence to formatting guidelines to enhance clarity and reproducibility:
Use clear subheadings to demarcate different result types or groupings.
Present results using complete sentences, not just numbers or statistics.
Describe results in the past tense as the study has already been conducted.
Insert all tables and figures as close as possible to where they are first referenced in text. Clearly label and caption them.
Report statistics to appropriate levels of precision using standard scientific notation.
Clearly define all abbreviations on first use and be consistent.
Do not interpret results or draw conclusions, only state what was found objectively.
Use clear, easily understood prose avoiding ambiguous or undefined technical terms.
If results do not support hypotheses, state this explicitly but objectively without elaborating on possible implications.
Proofread results section carefully for accuracy of reporting statistics, consistency and clarity of expression. Ask others to review as well.
Research Paper Results Section Example
Here is a hypothetical example of a results section from a study on the effect of an academic intervention program:
A total of 103 undergraduate students participated in the study (52 in the control group and 51 in the treatment group). Of these, 57% were female and 43% were male. To examine differences in academic performance before and after the intervention program, final exam grades from the previous term were compared to final grades after one term of participation.
As shown in Table 1, the mean final exam grade prior to the study was 69.3% (SD = 7.2) for the control group and 68.4% (SD = 8.1) for the treatment group, a non-significant difference (t(101) = 0.64, p = 0.52). After one term, the mean final grade was 74.1% (SD = 6.3) for the control group compared to 77.6% (SD = 5.7) for the treatment group, a significant difference (t(101) = 2.79, p = 0.006). The effect size was medium (d = 0.55).
A paired samples t-test found a significant improvement in grades from pre- to post-intervention for students in the treatment group (t(50) = 5.14, p < 0.001) but not the control group (t(51) = 1.81, p = 0.08). As shown in Figure 1, grades increased an average of 3.2 percentage points for the treatment group compared to 0.8 points for controls. To examine predictors of academic performance after the program, a multiple linear regression was conducted with final grade as the outcome variable. As shown in Table 2, participation in the program was a significant predictor above and beyond prior academic performance, gender, and other variables (β = 0.28, t = 2.61, p = 0.01). Together the model predicted 31% of variance in final grades. Students who participated in the academic support program demonstrated significantly improved end-of-term grades compared to controls. The program positively impacted academic achievement over and above other known contributors. Clearly presenting results in a logical, succinct manner is essential for effectively communicating findings from a research study. Adherence to formatting standards also enhances reproducibility and validity. The results section should allow readers to independently understand exactly what was discovered without bias or premature interpretation.
Andrew Stroud