Nabin Thakur \/ International Journal for Research in
\nEducation
\nVol. 3, Issue:4, July : 2014
\n(IJRE) ISSN: (P) 2347-5412 ISSN: (O) 2320-091X
\n7 Online & Print International, Refereed (Reviewed) & Indexed Monthly Journal www.raijmr.com
\nRET Academy for International Journals of Multidisciplinary Research (RAIJMR)
\nQuality of Writing of Assignment help – Discussion and Drawing Conclusion in
\nRelation to Interdisciplinary Research
\nNABIN THAKUR
\nPh.D. Research Scholar (Dept. of Education)
\nRegional Institute of Education,
\nNational Council of Educational Research and Training, Bhubaneswar,
\nOrissa (India)
\nAbstract:
\nInterdisciplinary research is an approach of research by teams or individuals that integrates
\ninformation, data, techniques, tools, perspectives, concepts and theories from two or more disciplines
\nto solve problems whose solutions are beyond the scope of a single discipline or area of research
\npractice. It involves researchers, students and teachers and incorporating several academic schools
\nof thought, professions or technologies along with their specific perspectives in the pursuit of a
\ncommon task. The basic format for interdisciplinary research report constitutes Introduction,
\nMethods, Result and Assignment help – Discussion. Cherry (2010), found that researchers who used the term Assignment help – Discussion
\nwould use the term Conclusion to mean the end product of their discussion and it considered a very
\nlong writing section then added a short separate conclusion section at the end. This section is one of
\nthe hardest to write, many research papers are rejected due to a faulty discussion or because the
\ninterpretation offered does not do justice to the results. Extra effort is needed to endorse the shape of
\ninterdisciplinary research from different disciplines to merge expertise from several knowledge
\ndomains and to overcome the problems of writing of discussion and drawing conclusion in relation to
\nthis research.
\nKeywords: Drawing conclusion, Interdisciplinary research, Writing of discussion
\n1. Introduction
\nInterdisciplinary research viewed as twentieth century terms, the concept has historical setting, most
\nnotably Greek philosophy. Julie Thompson Klein (1991), demonstrated that the roots of the concepts
\nlie in a number of ideas that resonate through modern discourse the ideas of a unified science, general
\nknowledge, synthesis and the integration of knowledge while Giles Gunn (1992), said that Greek
\nhistorians and dramatists took elements from other realms of knowledge such as medicine or
\nphilosophy to further understand their own material. Interdisciplinary researches sometimes arise
\nfrom a shared conviction that the traditional disciplines are unable or unwilling to address an
\nimportant problem. An initial distinction should be made between interdisciplinary studies, which
\ncan be found spread across the academy today and the study of interdisciplinary research which
\ninvolves a much smaller group of researchers. This kind of research is a mode of research by teams or
\nindividuals that integrates information, data, techniques, tools, perspectives, concepts, and theories
\nfrom two or more disciplines of dedicated knowledge to move on fundamental understanding or to
\nsolve problems whose solutions are beyond the scope of a single discipline or area of research
\npractice. It is about forming somewhat novel by crossing borders and judgment across them. This
\nkind of research crosses traditional borders between academic disciplines or schools of thought as
\nnovel wishes and professions have emerged. Interdisciplinary research may be initiated in order to
\nassist the study of subjects which have some coherence but which cannot be adequately understood
\nfrom a single disciplinary perspective. Originally, the term interdisciplinary is applied within
\neducation and training pedagogies to describe studies that use methods and insights of several
\nestablished disciplines or traditional fields of study. Interdisciplinary involves researchers, students
\nand teachers in the goals of linking and incorporating several academic schools of thought,
\nNabin Thakur \/ International Journal for Research in
\nEducation
\nVol. 3, Issue:4, July : 2014
\n(IJRE) ISSN: (P) 2347-5412 ISSN: (O) 2320-091X
\n8 Online & Print International, Refereed (Reviewed) & Indexed Monthly Journal www.raijmr.com
\nRET Academy for International Journals of Multidisciplinary Research (RAIJMR)
\nprofessions or technologies along with their specific perspectives in the pursuit of a common task.
\nInterdisciplinary research results in new solutions to problems, much information is given back to the
\nvarious disciplines involved. Perhaps the most common complaint regarding interdisciplinary
\nresearch by supporters and detractors alike is the lack of synthesis that is, students are provided with
\nmultiple disciplinary perspectives but are not given effective guidance in resolving the conflicts and
\nachieving a coherent view of the subject. At one more level of interdisciplinary research is made out
\nas a therapy to the harmful effects of excessive specialization. On some views however,
\ninterdisciplinary research is entirely indebted to those who specialize in one field of study that is
\nwithout specialists, interdisciplinarians would have no information and no leading experts to consult.
\nOthers have argued that the very idea of synthesis or integration of disciplines presupposes
\nquestionable politico-epistemic commitments. Critics of interdisciplinary research feel that the
\nambition is simply unrealistic given the knowledge and intellectual maturity of all but the exceptional
\nundergraduate; some defenders concede the difficulty but insist that cultivating interdisciplinary as a
\nhabit of mind even at that level is both possible and essential to the education of informed and
\nengaged citizens and leaders capable of analyzing, evaluating, and synthesizing information from
\nmultiple sources in order to render reasoned decisions.
\n2. Rational of the Study
\nThe basic format for interdisciplinary research report constitutes Introduction, Methods, Result and
\nAssignment help – Discussion. This format sometime called \u201cIMRAD\u201d may take slightly different shapes depending on
\nthe discipline. The most important part of the research report is the descriptions, analysis and
\ninterpretation of data. The final chapter of interdisciplinary research report brings the research
\ntogether and provides an interpretation of the results. Once a researcher has designed the study and
\ncollects the data, it is time to examine this information and draw conclusions about what has been
\nfound. Using statistics, researcher can summarize the data, analyze the results and draw conclusions
\nbased on evidence. Davies and Devlin (2007), found in their study that interdisciplinary research
\napproaches provided ways of focusing on problems based on writing discussion or drawing
\nconclusion that were too complex or too expensive to be tackled by a single discipline. Shuttleworth
\n(2008), found that drawing a valid discussion and conclusion was to ensure that the deductive and
\ninductive processes were correctly used and that all steps of the scientific method were followed.
\nThe last section of the report is usually called the Conclusion (s). However, researchers also use the
\ntitle Assignment help – Discussion. Wagenen (1990), revealed that the discussion section was where the researchers
\ninterpreted the results to reach its major conclusions. This was also where the author\u2019s opinion entered
\nthe picture i.e. the discussion was where the argument was made. Cherry (2010), found that
\nresearchers who used the term Assignment help – Discussion would use the term Conclusion to mean the end product of
\ntheir discussion and it considered a very long writing section then added a short separate conclusion
\nsection at the end. Alternatively, consider writing a \u2018Assignment help – Discussion and Conclusion\u2019 section. The term
\nconclusion or discussion point to the same thing: a section where results are discussed and interpreted.
\nMoore (2011), revealed that how to write a conclusion for a research paper was a prime error
\ntherefore, conclusion should return to the opening and examine the original purpose in the light of the
\ndata assembled in the research. Lakhani, Benzies and Hayden (2012), found that interdisciplinary
\nresearch refers to the collaboration of researchers from various disciplines to solve a common
\nproblem. To represent the sound report, researcher faced various problems either to write introduction
\nor conclusion.
\nInterdisciplinary research does not occur automatically by bringing together several disciplines in a
\nresearch. The purpose of this section is to highlight the major statistical results and interpretation.
\nBasically the discussion moving from specific to general (Hamediseresh, 2009). This section is one of
\nthe hardest to write, many research papers are rejected due to a faulty discussion or because the
\ninterpretation offered does not do justice to the results. Extra effort is needed to promote the
\nformation of a cohesive research from different disciplines to combine expertise from several
\nNabin Thakur \/ International Journal for Research in
\nEducation
\nVol. 3, Issue:4, July : 2014
\n(IJRE) ISSN: (P) 2347-5412 ISSN: (O) 2320-091X
\n9 Online & Print International, Refereed (Reviewed) & Indexed Monthly Journal www.raijmr.com
\nRET Academy for International Journals of Multidisciplinary Research (RAIJMR)
\nknowledge domains and to overcome the problems of writing of discussion and drawing conclusion in
\nrelation to interdisciplinary research. Interdisciplinary researches contribute challenging perspectives,
\nas it allows a problem to be studied from different angles. The motivation for conducting
\ninterdisciplinary research is very often interest in a problem to write discussion and drawing
\nconclusion rather than writing introduction and methodology. As problems become increasingly
\ncomplex and intertwined, the need to this study was an attempt to bring out the knowledge and skills
\nof researchers for developing the quality of writing of discussion and drawing conclusion in relation
\nto interdisciplinary research.
\n3. Statement of the Problem
\nThe present study was stated as:
\n\u201cQuality of writing of discussion and drawing conclusion in relation to interdisciplinary
\nresearch\u201d
\n4. Conceptual Framework
\n4.1 Assignment help – Discussion of Results
\nThe discussion section of the interdisciplinary research takes a broad view of the research and puts it
\nin a wider context. The discussion section moves from the narrow specific focus of the
\ninterdisciplinary research to a more general view (Marion, 2004). It clearly show how the results
\nfound lead to the conclusions being drawn and therefore, how these conclusions understood. This
\nincludes any limitations that might cause problems with any claims being made as well as any
\npossible explanations for these results. This section might be called Summary of Findings.
\n4.2 Drawing Conclusions
\nConclusion is the final section of the interdisciplinary research paper. It draws everything together in
\ninterdisciplinary research and trying it into initial research. Writing a conclusion involves summing up
\nthe paper and giving a very brief description of the results. The conclusion section is the logical
\noutgrowth of the results section, whereas the focus of the discussion is interpretation of the results
\n(Shuttleworth, 2009). A conclusion section refocuses the purpose of the research, revealing a synopsis
\nof what was found and into the implantations of the findings. A conclusion may also include
\nlimitations of the study and future research needs. Anybody reading the conclusion has read the entire
\npaper, so the conclusion merely acts as an aid to memory. It leads the implications of the findings,
\nlimitations of the study and future research needs.
\n5. Purposes of the Assignment help – Discussion
\nTo answer the research question.
\nTo show how the results support the answer.
\nTo show relationships among results.
\nTo show relationship of results to other studies.
\nTo draw conclusions.
\nTo explore the theoretical or practical implications of findings.
\n6. Structure of Assignment help – Discussion
\nAt the beginning, state the aim.
\nGive a brief summary of the result.
\nGive the main point and the strongest arguments before the others.
\nPresent the main conclusion again in the final paragraph based on findings.
\nAvoid prove.
\nUse show, demonstrate, indicate, support, suggest, imply and appear.
\nHedging terms such as may be, might be, could be, probably, possibly, may be used as needed,
\nbut avoid using too many hedges in one sentence.
\nNabin Thakur \/ International Journal for Research in
\nEducation
\nVol. 3, Issue:4, July : 2014
\n(IJRE) ISSN: (P) 2347-5412 ISSN: (O) 2320-091X
\n10 Online & Print International, Refereed (Reviewed) & Indexed Monthly Journal www.raijmr.com
\nRET Academy for International Journals of Multidisciplinary Research (RAIJMR)
\nUse past tense for results.
\nUse present tense for outcomes: the answer to the research question, facts, and current situations.
\n7. Procedure to Homework help – Write Assignment help – Discussion
\nExplain whether the data support hypothesis.
\nPresent the main trends, the relationships among trends and generalization of trends.
\nAny conclusions must be stated clearly.
\nAvoid merely restating the material.
\nRelate findings to earlier work in the same area.
\nAssignment help – Discuss any differing results and attempt to explain them.
\nExplain agreements or disagreements between work and other published studies.
\nDo not try to hide data that are differing the conclusions. Give explanations.
\nGive evidence for each conclusion.
\nDefend the conclusion but be respectful to opposing studies.
\nState the limitations of design.
\nState the important implications of the study.
\nVerb and Tense must be used: Abstract >>> Past tense, Theory >>> Past tense, Methods and
\nMaterials >>> Past tense, Assignment help – Discussion >>> Alternates.
\n7.1 Precaution to write Assignment help – Discussion
\nEmphasize the new and important aspects of the study.
\nCompare and contrast the results with other relevant studies.
\nState the limitation of study.
\nIf method is new, explain more and try to defend it.
\nBe sure that all conclusions are supported by results.
\nMake it clear that, are the major hypotheses in the field supported by research or contradicted?
\nAlthough there may be some repetition of information in the results and discussion section, it
\nshould be kept to minimum.
\nPoint out any exception or any lack of correlation.
\n7.2 Procedure for Writing Assignment help – Discussion of Results
\nAssignment help – Discussion part is not for review of literature.
\nDon\u2019t write whole and long criticism on previous researches.
\nDon\u2019t omit other previous good evidences to show the study is unique, don\u2019t magnify it!
\nAvoid making statements on data and analysis.
\nKeep the discussion up to the results, don\u2019t go beyond data.
\nDon\u2019t explain the concept more than what is necessary.
\nDon\u2019t be shy! Assignment help – Discuss the theoretical implications and practical applications of work.
\nDon\u2019t hide unexpected results.
\nDon\u2019t ignore or bury the major issue.
\nDon\u2019t over generalize.
\nBe direct; avoid qualifying phrases such as \u201cit appears that\u2026\u201d or \u201cour data suggest that\u2026\u201d
\nWords like \u201csupported\u201d, \u201cindicated\u201d and \u201csuggested\u201d are more acceptable ways to evaluate
\nhypothesis.
\n8. Purposes of Drawing Conclusion
\nTo examine the results.
\nTo determine whether results solve the research question.
\nTo compare results within themselves and to other results (from literature).
\nTo explain and interpret results.
\nNabin Thakur \/ International Journal for Research in
\nEducation
\nVol. 3, Issue:4, July : 2014
\n(IJRE) ISSN: (P) 2347-5412 ISSN: (O) 2320-091X
\n11 Online & Print International, Refereed (Reviewed) & Indexed Monthly Journal www.raijmr.com
\nRET Academy for International Journals of Multidisciplinary Research (RAIJMR)
\nTo draw conclusions or derive generalizations.
\nTo make recommendations for applying the results or for further research.
\n8.1 Structure of Drawing Conclusions
\nReview of objective(s).
\nReview of method.
\nReview of major findings (results).
\nExplanation\/interpretation of findings.
\nLimitations.
\nImplications.
\nRecommendations.
\n8.2 Procedure to Homework help – Write Drawing Conclusions
\nKeep this section as short and concise as possible.
\nConclusions must be stated clearly in brief, Conclusions must be stated clearly in brief, one or two
\nparagraphs may be enough.
\nDo not simply restate the results. This is the place to interpret\/discuss them.
\nPoint out exceptions, limitations and any lack of correlation.
\nDefine and clear up anything that may be unclear.
\nDo not take the risk of covering up any deficiencies and limitations.
\nIf interpretations and results agree or contrast with other researchers has done, refer the literature.
\nDon\u2019t be shy; discuss the theoretical implications of work as well as any possible practical
\napplications.
\nDon\u2019t add any new details, graphics or results.
\nSummarize evidence for each conclusion.
\n8.3 Precaution for Writing Drawing Conclusions
\nEach conclusion must be in brief.
\nThe focus must be given on importance, validity of results, limitations of the study.
\nEach conclusion must be well supported by information in the research.
\nThe main conclusion must be written first.
\nAvoid too vague word or sentences.
\nReferences
\n1. American Psychological Association. (2010). Publication Manual of the American Psychological
\nAssociation, 6th ed. Washington, DC.
\n2. Best, J. W. & Khan, K. V. (2000). Research in Education. New Delhi: Prentice Hall of India Pvt.
\nLtd.
\n3. Cherry, K. (2010). Examining Data and Reaching Conclusions. Drawing Conclusions. Retrieved
\nfrom http:\/\/psychology.about.com\/od\/researchmethods\/a\/drawing-conclusions.htm
\n4. Davies, M. & Devlin, M. (2007). Interdisciplinary higher education: Implications for teaching and
\nlearning. Centre for the Study of Higher Education, University of Melbourne. Retrieved from
\nhttp:\/\/www.cshe.unimelb.edu.au\/ CSHE 2007
\n5. Gay, L. R. (1990). Educational Research. New York: McMillan Publishing Company.
\n6. Gunn, G. (1992. Thinking across the American Grain: Ideology, Intellect, and the New
\nPragmatism. Retrieved from
\nhttp:\/\/books.google.co.in\/books?id=TpEOTIa1vg0C&pg=PA197&dq=Giles+unn+and+interdi
\nsciplinary&hl=en&sa=X&ei=YFq1U_H9GsW6uATsloGIBA&ved=0CBMQ6AEwAA#v=one
\npage&q=Giles%20Gunn%20and%20interdisciplinary&f=false
\n7. Hamediseresht, E. (2009). Assignment help – Discussion of Result and Drawing Concussion. Retrieved from
\nhttp:\/\/www.docstoc.com\/docs\/104560147\/Assignment help – Discussion
\nNabin Thakur \/ International Journal for Research in
\nEducation
\nVol. 3, Issue:4, July : 2014
\n(IJRE) ISSN: (P) 2347-5412 ISSN: (O) 2320-091X
\n12 Online & Print International, Refereed (Reviewed) & Indexed Monthly Journal www.raijmr.com
\nRET Academy for International Journals of Multidisciplinary Research (RAIJMR)
\n8. Klein, J. T. (1991). Interdisciplinary: History, Theory, & Practice. Retrieved from
\n