Research Models Used in Doctoral Dissertations in the Area of Education Sciences in Turkey: Quality of Research and Analytical Errors

Yıl 2010, Cilt: 1 Sayı: 1, 49 - 71, 01.02.2010

Engin Karadağ

Öz

Background Studies examining methodological flaws in educational research since 1960's, consistently demonstrated serious conceptual and methodological problems (Elmore & Woehlke, 1996, p.3). These problems are related to conceptual framework, validity and reliability of research instruments, sample selection procedures and sampling, and appropriateness of research design. Purpose The purpose of this study is to examine quality of research, research designs and types of analytical error in doctoral dissertation in the area of educational sciences in Turkish Universities. Method This study focused on 211 dissertations out of 324 doctoral dissertations completed from 2003 to 2007 in the area of educational sciences. Mainly, due to restrictions on access to dissertations, it was not possible to examine 113 dissertations for the purpose of this study. Educational Research Assessment Form was developed for data collection. The Educational Research Assessment Form consisted of 150 items with ratings from 0 to 10. A varimax rotated factor analysis produced 24 factors with factor loadings greater than or equal to .32 (KMO=.887; X2=1946.109; SD=3825; and Bartlett, p=.000). Internal consistency coefficients, Cronbach's alpha for sub-scales formed as based on factors ranged from .63 to .95. Only four of 24 factors are examined within the scope of this article, including (a) research model, (b) correlational model, (c) experimental model and (d) qualitative model sub-scales. Epistemological document analysis was used as the data collection method. Methodology and errors in dissertations were examined through content analysis by using Educational Research Assessment Form. Findings Findings indicated that nine different research models were used in 211 doctoral dissertation studies. Frequently used models included experimental design (η=85; 37.1%), survey (η=78; 34.0%), correlational study (η=28; 12.2%) and case study (η=26, 11.3%). Each one of causal-comparison, theory building, and research and development designs was used only in one dissertation. In assessing the quality of the designs, the average scores for items varied between 2.68 and 6.37 out of a 10 point scale. Explaining the reason for choosing the design received the lovest score (?=2.68; SD=2.50), while identifying the design received the highest score (?=6.37; SD=2.69). Content analyses demonstrated that research designs were not aproppriate for objectives, research designs named incorrectly and even designs were not defined at all in some studies. Discussion Results demonstrated that survey design or experimental designs were used in 71% dissertations. Similar study by Hsu (2005) examining research published by American Educational Research Journal (AERJ), Journal of Experimental Education (JEE) and Journal of Educational Research (JER) from 1971 to 1998 showed that proportion of studies using survey and experimental designs steadily decreased, while number of case studies and qualitative studies increased. Contrary to findings presented by Hsu, survey design or experimental designs were used in majority of dissertation examined in this study. These findings are consistent with results of studies examining research designs by Balcı (1993) and Akkoyun (1989). Quality of research design consequently diminishes the overall validity and reliability of results. Research model creates the basic structure of the research and the errors in this dimension affect the quality of entire research (Carr, 2007; Neuman, 2007; Thomas & Gorard, 2007).

Anahtar Kelimeler

research in educational sciences , research design , design errors

Eğitim Bilimleri Doktora Tezlerinde Kullanılan Araştırma Modelleri: Nitelik Düzeyleri ve Analitik Hata Tipleri

Öz

Bu araştırmada, Türkiye'de eğitim bilimleri alanında yapılmış doktora tezlerinde kullanılan araştırma modellerinin nitelik düzeyleri ve yapılan analitik hata tipleri belirlenmeye çalışılmıştır. Nitel araştırma yönteminin benimsendiği araştırmada, iç içe geçmiş durum çalışması deseni kullanılmıştır. Araştırmanın kuramsal evreni Türkiye'de eğitim bilimleri alanında yapılmış doktora tezlerinden oluşmaktadır. Araştırmada güncellik ve yöntembilim alanındaki gelişmeler dikkate alınarak belirlenen çalışılabilir evren, Türkiye'de eğitim bilimleri alanında son 5 yılda [2003–2007] yapılan 324 doktora tezinden oluşmaktadır. Araştırmada örnekleme yöntemine başvurulmamış ve çalışma evrenin tamamına ulaşılması hedeflenmiştir. Ancak bazı tezlerin kullanımı ve yayımlanmasın kısıtlı olması nedeniyle örneklem kapsamında ele alınan tez sayısı 211 olarak gerçekleşmiştir. Araştırmada veri toplama aracı olarak, araştırmacı tarafından geliştirilen eğitim araştırmaları değerlendirme ölçütleri formu kullanılmıştır. Araştırmada epistemolojik doküman analizi ile toplanan veriler frekans analizi, betimsel analiz ve tipolojik analiz kullanılarak çözümlenmiştir. Araştırma sonucunda elde edilen bulgulara göre, eğitim bilimleri alanında yapılan doktora tezlerinde kullanılan araştırma modellerinin nitelik düzeylerinin yeterli düzeyinde olmadığı saptanmıştır.

Anahtar Kelimeler

eğitim bilimleri araştırmaları , araştırma desenleri , araştırmalarda hata tipleri

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