How to write a good research abstract?

1. Research Abstract
------------
What, Why, When, How?
By
Dr. Muhammad Ilyas Khan,
Department of Education,
Hazara University Mansehra
Dr. Muhammad Ilyas Khan, Hazara University Mansehra,
drmuhammadilyaskhan7@gmail.com

2. Research Abstract: What?
• A brief summary of the research background, aims,
questions (hypotheses), methods and
results/implications/conclusions
• A brief summary of the process and product of the
research
• A miniature replica of the research paper/thesis
Dr. Muhammad Ilyas Khan, Hazara University Mansehra,
drmuhammadilyaskhan7@gmail.com

3. Research Abstract: Why?
• Gives the reader a general insight into the aims,
process and product of the research study
• Helps the readers decide whether they need to read
the whole research report (thesis/paper) or not?
• Saves times and effort on the part of the reader(s)
• Gives insights into the quality of the research
Dr. Muhammad Ilyas Khan, Hazara University Mansehra,
drmuhammadilyaskhan7@gmail.com

4. Research Abstract: When?
• Although part of the initial pages of the research
report, it is generally written towards the end of
the research process
• Written at the end of the research process when
the researcher(s) have a complete view of the
whole research process, outcomes and
implications
Dr. Muhammad Ilyas Khan, Hazara University Mansehra,
drmuhammadilyaskhan7@gmail.com

5. Research Abstract: How?
• What is the research issue? ---Background of the study
• Why is the study conducted?---Rationale of the study
• How was the study conducted?--- Methodology in brief
• So what?--- Main findings/conclusions/Implications
• Generally: Around 150 to 300 words
Dr. Muhammad Ilyas Khan, Hazara University Mansehra,
drmuhammadilyaskhan7@gmail.com

6. Research Abstract: An example
• Reflection has been a complex and at times elusive educational concept;
however, in many educational programmes it is often applied without
acknowledgement of this complexity. Generally, the focus of reflection or
reflective practice in teacher education programmes is on the ‘how’ of teaching
or teaching methods in the classroom rather than on broader, critical questions
about the process and outcomes of education. This qualitative case study aimed
to perceptions of university tutors and student teachers involved in a
Postgraduate Certificate in Education (PGCE) programme, at a UK university,
regarding the connotation and implementation of reflection as a teacher
education concept. Data was collected through semi-structured interviews with
fourteen teacher educators selected using purposive sampling technique. The
data was analysed using thematic analysis. Findings indicate that practitioners
often focus reflection on the ‘how or method’ of teaching, ignoring the ‘what or
curriculum’ and ‘why or aims’ of the process. Based on findings, it could be
argued that the role and promise of reflection at the higher/critical level is not
clearly recognised and appreciated. The study implies that for a more
worthwhile incorporation of reflection in education programmes such as the
PGCE in this study, the concept needs to be appreciated with its theoretical basis
and its historical context. This calls for the inclusion of reflection with a more
comprehensive framework in educational and teacher training programmes.
Dr. Muhammad Ilyas Khan, Hazara
University Mansehra,
drmuhammadilyaskhan7@gmail.com