Thematic Content Analysis of Studies Using Generalizability Theory

Year 2019, Volume: 6 Issue: 2, 279 - 299, 15.07.2019

Gülşen Taşdelen Teker , Neşe Güler

https://doi.org/10.21449/ijate.569996

Cited By: 2

Abstract

One of the important theories in education and psychology is Generalizability (G) Theory and various properties distinguish it from the other measurement theories. To better understand methodological trends of G theory, a thematic content analysis was conducted. This study analyzes the studies using generalizability theory in the field of education in Turkey by using the method of thematic content analysis. It reviews 60 studies, including 31 articles and 29 theses published from 2004 to 2017. The selected studies underwent thematic content analysis using parameters including tagged information, aim, G Theory type, number of facets used in the study, Turkish word for “facet,” object of measurement, sample size, design type, mixed-design availability, shared results of G and D studies, computer programs, method of calculating negative variance, availability of fixed facets, and design balance. The data were interpreted on the basis of frequencies; both table and figures are included in the study. According to the results, there is an increase in the number of studies conducted by using G theory by years. Of these, many compare theories; most of them applying univariate G Theory and consider two-faceted measurement situations. While a small subset of studies features mixed design, a large group features crossed design, with individuals as the object of measurement. The computer program most commonly used in analyses is EduG. The majority of studies use balanced design. Recommendations are provided accordingly with the results.

Keywords

Educational sciences, Generalizability theory, Thematic content analysis

Thematic Content Analysis of Studies Using Generalizability Theory

Abstract

One
of the important theories in education and psychology is Generalizability (G)
Theory and various properties distinguish it from the other measurement
theories. To better understand methodological trends of G theory, a thematic
content analysis was conducted. This study analyzes the studies using
generalizability theory in the field of education in Turkey by using the method
of thematic content analysis. It reviews 60 studies, including 31 articles and
29 theses published from 2004 to 2017. The selected studies underwent thematic
content analysis using parameters including tagged information, aim, G Theory
type, number of facets used in the study, Turkish word for “facet,” object of
measurement, sample size, design type, mixed-design availability, shared results
of G and D studies, computer programs, method of calculating negative variance,
availability of fixed facets, and design balance. The data were interpreted on
the basis of frequencies; both table and figures are included in the study.
According to the results, there is an increase in the number of studies
conducted by using G theory by years. Of these, many compare theories; most of
them applying univariate G Theory and consider two-faceted measurement
situations. While a small subset of studies features mixed design, a large
group features crossed design, with individuals as the object of measurement.
The computer program most commonly used in analyses is EduG. The majority of
studies use balanced design. Recommendations are provided accordingly with the
results.

Keywords

Educational sciences, Generalizability theory, Thematic content analysis

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