Eğitim Araştırmalarında Kanonik Korelasyon Analizinin Kullanımı: Türkiye Bağlamında Sistematik Bir İnceleme

Öz

Kanonik korelasyon analizi (KKA), her biri iki veya daha fazla değişken içeren iki değişken kümesi arasındaki ilişkileri incelemek için kullanılabilen çok değişkenli bir istatistiksel tekniktir. Bu yöntem, Türkiye'deki çalışmalar da dahil olmak üzere eğitim araştırmalarında giderek daha fazla uygulanmaktadır. Bu çalışmanın amacı, Türkiye'de yürütülen eğitim araştırmalarında KKA'nın nasıl kullanıldığı ve raporlandığını incelemektir. Çalışma, sistematik bir inceleme yaklaşımı benimsemiş ve toplam 73 hakemli dergi makalesi incelenmiştir. Bulgular, eğitim araştırmalarında KKA'nın Türkiye'de 2005 yılında ilk kez kullanılmasından bu yana, özellikle fen eğitimi, rehberlik ve psikolojik danışmanlık, eğitim yönetimi ve eğitim ölçme alanlarında daha fazla ilgi gördüğünü ortaya koymuştur. Çalışmanın bulguları ayrıca, araştırmaların çoğunun KKA için geleneksel raporlama uygulamalarını izlediğini göstermiştir. Ancak, bazı araştırmaların KKA'nın tüm önemli varsayımlarını raporlamadığı veya sonuçlarının pratik önemini açıklamadığı tespit edilmiştir. KKA sonuçlarının birkaç yanlış yorumlanması ve geleneksel olmayan terminolojinin kullanılması da tespit edilmiştir. Sonuçlara dayanarak, bu çalışma eğitim araştırmalarında KKA'nın daha iyi kullanılması ve raporlanması için öneriler sunmakta ve araştırmacıların KKA'yı daha doğru ve net bir şekilde uygulamalarına yardımcı olacak basit bir kılavuz sağlamaktadır.

Anahtar Kelimeler

• Kanonik korelasyon analizi
• Eğitim araştırması
• Sistematik tarama

The Use of Canonical Correlation Analysis in Educational Research: A Systematic Review of Turkish Context

Öz

Canonical correlation analysis (CCA) is a multivariate statistical technique that can be used to explore the relationships between two sets of variables each containing two or more variables. This method has been increasingly applied in educational research, including studies from Türkiye. The purpose of this study is to examine how CCA has been used and reported in educational studies conducted in Türkiye. The study adopted a systematic review approach, and a total of 73 peer-reviewed journal articles were reviewed. The findings showed that CCA in educational studies has gained more attention in Türkiye since its first use in 2005, especially in the fields of science education, guidance and psychological counseling, educational administration, and educational measurement. The findings of the study also revealed that most of the studies followed the conventional reporting practices for CCA. However, it was found that some studies did not report all of the important assumptions of CCA or explain the practical significance of their results. A few misinterpretations of the CCA results and use of unconventional terminology were also detected. Based on the results, this review presents recommendations for better use and reporting of CCA in educational studies and provides a simple guideline to help researchers apply CCA more accurately and clearly.

Anahtar Kelimeler

• Canonical correlation analysis
• Educational research
• Systematic review

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