Establishing conclusions is a final step in the Stripling and Pitts Research Process Model

What is one of the last steps in the Stripling and Pitts Research Process Model?

• A. Choosing a topic
• B. Establishing conclusions
• C. Compiling a bibliography
• D. Finding sources

Answer: (B)

In the Stripling and Pitts Research Process Model, one of the last steps is establishing conclusions. This step involves synthesizing the information gathered throughout the research process and drawing insights based on the findings. By this stage, a researcher has typically conducted extensive research, considered various sources, and analyzed the data collected. Establishing conclusions allows individuals to articulate their understanding of the topic, relate it to their initial questions, and describe the implications of their findings. This is a critical phase because it transforms the accumulated information into meaningful interpretations that can guide future actions or further research. Choosing a topic is one of the initial steps in the research process, focusing on selecting a subject of interest. Compiling a bibliography, though important, typically occurs after the research has been conducted to properly credit sources. Finding sources is an earlier step that involves gathering the necessary materials for investigation. The process progressively builds on each of these earlier steps, ultimately leading to the critical reflection and conclusion establishment that characterizes the final phases of research.

Establishing conclusions: the moment when all the puzzle pieces finally click

If you’ve ever finished a big project and felt that satisfying click—like when the last piece of a jigsaw drops into place—you know what establishing conclusions is all about. In the Stripling and Pitts Research Process Model, this is one of the last steps, where all the searching, reading, sorting, and weighing come together into something that’s not just true, but useful. It’s the part where information stops being data and becomes understanding you can act on, share, or build upon.

What this step really means

Let’s break it down. By the time you reach the conclusions, you’ve already:

• chosen a topic and clarified questions

• found and examined a range of sources

• weighed evidence, noted patterns, and tracked any tensions or gaps

Establishing conclusions is where you synthesize all of that work. It’s about asking: “What does all this say as a whole?” It’s not merely restating what you found; it’s translating those findings into a clear interpretation that answers the original questions and points toward implications—what should happen next, or what new questions have emerged.

Think of it like baking. You’ve collected ingredients (sources), measured them (analyzed each piece), and tested flavors (considered different interpretations). Now you taste and decide what the cake as a whole tells you about your topic. The plate isn’t just pretty; it communicates a message.

Why this step matters in media contexts

In school libraries, media centers, and classroom settings, establishing conclusions guides decisions that affect students and teachers. It helps you move from “I found these sources” to “Here’s what we can do with this information.” The conclusions should connect back to your initial questions, showing how your inquiry influenced thinking or practice.

Two big ideas show up here:

• Synthesis over summation: It’s tempting to list every interesting fact, but the real value comes from linking ideas across sources. Do different authors agree or contradict? Where do gaps exist? The goal is a cohesive interpretation, not a laundry list.

• Implications and future steps: Conclusions aren’t only about what happened; they’re about what it means going forward. What changes could this spark in policy, instruction, or resource selection? What questions remain unanswered? Even if you’re done with the current topic, you’re not done with learning.

A simple guide to doing it well

If you want a practical path to establishing conclusions, here’s a concise approach you can adapt to most assignments in media studies:

• Restate the core question in light of what you learned. Don’t echo the question word for word; show that your answer has evolved.

• Synthesize across sources, not just summarize each one. Look for recurring themes, patterns, and points of tension.

• Address discrepancies. If some sources say one thing and others disagree, explain what each side contributes and what that means for the overall interpretation.

• State clear implications. What does this mean for practice in a library, a classroom, or a media program? Be specific—perhaps a recommendation for a new resource, a workflow change, or a policy tweak.

• Note limitations. No study is perfect. Acknowledge constraints, data gaps, or biases that might shape your conclusions.

• Suggest next steps or questions. The end of one inquiry should spark ideas for the next exploration or improvement.

A quick, concrete example

Imagine you’ve been exploring how school media centers support media literacy in middle school classrooms. You reviewed several district reports, teacher surveys, and a handful of research articles. Your analysis shows three consistent threads:

• teachers want quick, reliable sources that students can access digitally.

• students benefit from explicit instruction that connects media messages to real-world contexts.

• there’s a gap between what teachers want and what the current catalog makes easy to find.

Establishing conclusions would weave those threads into a message like this: “To strengthen media literacy, the district should streamline access to vetted digital resources, embed structured media-literacy lessons into the curriculum, and expand curation practices to bridge the gap between teacher needs and available materials.” You’re not just stating what you found—you’re giving a clear, actionable takeaway grounded in the evidence.

How to present conclusions so they land

Conclusions work best when they’re concise, concrete, and anchored to the questions you started with. In many school settings, you’ll share them in a brief narrative, a slide, or a short report. Here are a few tips to make them resonate:

• Tie every point back to a question or objective. If you start with a question, end with an answer that shows how your inquiry addressed it.

• Use evidence as support, not decoration. Quote a line or summarize a finding only to the extent that it strengthens your interpretation.

• Frame implications in practical terms. Instead of saying “it could be improved,” say “we should implement X change to achieve Y outcome.”

• Keep it readable. Short paragraphs, clear verbs, and purposeful transitions help busy readers grasp the core message quickly.

Common missteps to avoid

Even seasoned researchers trip here from time to time. A few landmines to sidestep:

• Overreaching claims. Don’t push beyond what the data can support. It’s tempting to draw sweeping conclusions, but they won’t feel credible if they aren’t rooted in evidence.

• Ignoring conflicting data. If some sources clash, acknowledge the tension and explain what it means for the overall interpretation.

• Skipping limitations. Pretend you’re explaining your work to a colleague who wasn’t in the room. What would they need to know to judge the conclusions responsibly?

• Jamming conclusions into a single sentence. Clear, well-structured paragraphs usually do a better job of guiding readers than a single punchy line.

A thought about the broader arc

Here’s the thing: conclusions aren’t a final curtain; they’re a bridge. They connect what you observed to what’s possible next. That bridge may lead to new questions, refreshed practices, or a revised understanding of how media resources support learning. When you see it that way, establishing conclusions isn’t the end of a process—it’s the moment when inquiry meets impact.

A few notes on language and voice

In talking about conclusions, you’ll want a tone that’s confident but careful. You’re not promising a cure; you’re offering a reasoned interpretation that helps people decide what to do next. In writing, mix a little plain talk with precise terms like synthesis, evidence, implications, and limitations. A casual line here and there can keep readers engaged, but the core message should remain clear and grounded.

Bringing it back to everyday work

If you’re curating a collection for a school library, or planning a unit on media literacy, think of establishing conclusions as your guide to clarity. It’s the moment you translate research activity into guidance others can act on. Every teacher, administrator, or student who reads your work should walk away with a sense of what matters most and what to do about it.

A final thought to carry forward

Conclusions aren’t just lofty statements at the end of a report. They’re practical judgments distilled from careful reading and careful thinking. They tell a story about what the evidence means for real people and real classrooms. And in the world of media specialists, that clarity can spark better resources, smarter teaching, and more thoughtful, informed students.

If you’re ever unsure about whether a conclusion sticks the landing, ask yourself: Does this answer the original question? Does it reflect the evidence? Does it offer a concrete path forward? If the answer is yes, you’ve done more than finish a section—you’ve helped turn knowledge into visible impact. And that, in the end, is what good research is all about.