The results section of the research paper is where you report the findings of your study based upon the information gathered as a result of the methodology [or methodologies] you applied. The results section should simply state the findings, without bias or interpretation, and arranged in a logical sequence. The results section should always be written in the past tense. A section describing results [a.k.a., "findings"] is particularly necessary if your paper includes data generated from your own research.
The results section is distinct from your discussion in that it DOES NOT attempt to explain the interpretations of the data results, but rather simply states the facts of the data. Typically, this section will be shorter, and the discussion section will attempt to propose reasons for the data and expand upon the results shared in this section.
When formulating the results section, it's important to remember that the results of a study do not prove anything. Research results can only confirm or reject the research problem underpinning your study. However, the act of articulating the results helps you to understand the problem from within, to break it into pieces, and to view the research problem from various perspectives.
The page length of this section is set by the amount and types of data to be reported. Be concise, using non-textual elements, such as figures and tables, if appropriate, to present results more effectively. In deciding what data to describe in your results section, you must clearly distinguish material that would normally be included in a research paper from any raw data or other material that could be included as an appendix. In general, raw data should not be included in the main text of your paper unless requested to do so by your professor.
Avoid providing data that is not critical to answering the research question. The background information you described in the introduction section should provide the reader with any additional context or explanation needed to understand the results. A good rule is to always re-read the background section of your paper after you have written up your results to ensure that the reader has enough context to understand the results [and, later, how you interpreted the results in the discussion section of your paper].
Bates College; Burton, Neil et al. Doing Your Education Research Project. Los Angeles, CA: SAGE, 2008; Results. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College.
I. Structure and Approach
For most research paper formats, there are two ways of presenting and organizing the results.
Present the results followed by a brief explanation of the findings. For example, you may have noticed an unusual correlation between two variables during the analysis of your findings. It is correct to point this out in the results section. However, speculating as to why this correlation exists, and offering a hypothesis about what may be happening, belongs in the discussion section of your paper.
Present a section and then discuss it, before presenting the next section then discussing it, and so on. This is more common in longer papers because it helps the reader to better understand each finding. In this model, it can be helpful to provide a brief conclusion in the results section that ties each of the findings together and links to the discussion.
NOTE: The discussion section should generally follow the same format chosen in presenting and organizing the results.
In general, the content of your results section should include the following elements:
An introductory context for understanding the results by restating the research problem that underpins the purpose of your study.
A summary of your key findings arranged in a logical sequence that generally follows your methodology section.
Inclusion of non-textual elements, such as figures, charts, photos, maps, tables, etc. to further illustrate the findings, if appropriate.
In the text, a systematic description of your results, highlighting for the reader observations that are most relevant to the topic under investigation [remember that not all results that emerge from the methodology that you used to gather the data may be relevant].
Use of the past tense when referring to your results.
The page length of your results section is guided by the amount and types of data to be reported. However, focus only on findings that are important and related to addressing the research problem.
Using Non-textual Elements
Either place figures, tables, charts, etc. within the text of the result, or include them at the back of the report--do one or the other but never do both.
In the text, refer to each non-textual element in numbered order [e.g., Table 1, Table 2; Chart 1, Chart 2; Map 1, Map 2].
If you place non-textual elements at the end of the report, make sure they are clearly distinguished from any attached appendix materials, such as raw data.
Regardless of placement, each non-textual element must be numbered consecutively and complete with caption [caption goes under the figure, table, chart, etc.]
Each non-textual element must be titled, numbered consecutively, and complete with a heading [title with description goes above the figure, table, chart, etc.].
In proofreading your results section, be sure that each non-textual element is sufficiently complete so that it could stand on its own, separate from the text.
III. Problems to Avoid
When writing the results section, avoid doing the following:
Discussing or interpreting your results. Save all this for the next section of your paper, although where appropriate, you should compare or contrast specific results to those found in other studies [e.g., "Similar to Smith , one of the findings of this study is the strong correlation between motivation and academic achievement...."].
Reporting background information or attempting to explain your findings. This should have been done in your Introduction section, but do not panic! Often the results of a study point to the need to provide additional background information or to explain the topic further, so do not think you did something wrong. Revise your introduction as needed.
Ignoring negative results. If some of your results fail to support your hypothesis, do not ignore them. Document them, then state in your discussion section why you believe a negative result emerged from your study. Note that negative results and how you handle them often provide you with the opportunity to write a more engaging discussion section, therefore, do not be afraid to highlight them.
Including raw data or intermediate calculations. Ask your professor if you need to include any raw data generated by your study, such as transcripts from interviews or data files. If raw data is to be included, place it in an appendix or set of appendices that are referred to in the text.
Be as factual and concise as possible in reporting your findings. Do not use phrases that are vague or non-specific, such as, "appeared to be greater or lesser than..." or "demonstrates promising trends that...."
Presenting the same data or repeating the same information more than once. If you feel the need to highlight something, you will have a chance to do that in the discussion section.
Confusing figures with tables. Be sure to properly label any non-textual elements in your paper. If you are not sure, look up the term in a dictionary.
Burton, Neil et al. Doing Your Education Research Project. Los Angeles, CA: SAGE, 2008; Caprette, David R. Writing Research Papers. Experimental Biosciences Resources. Rice University; Hancock, Dawson R. and Bob Algozzine. Doing Case Study Research: A Practical Guide for Beginning Researchers. 2nd ed. New York: Teachers College Press, 2011; Introduction to Nursing Research: Reporting Research Findings. Nursing Research: Open Access Nursing Research and Review Articles. (January 4, 2012); Reporting Research Findings. Wilder Research, in partnership with the Minnesota Department of Human Services. (February 2009); Results. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Schafer, Mickey S. Writing the Results. Thesis Writing in the Sciences. Course Syllabus. University of Florida.
Why Don't I Just Combine the Results Section with the Discussion Section?
It is not unusual to find articles in social science journals where the author(s) have combined a description of the findings from the study with a discussion about their implications. You could do this. However, if you are inexperienced writing research papers, consider creating two sections for each element in your paper as a way to better organize your thoughts and, by extension, your paper. Think of the results section as the place where you report what your study found; think of the discussion section as the place where you interpret your data and answer the "so what?" question. As you become more skilled at writing research papers, you may want to meld the results of your study with a discussion of its implications.