Thematic Content Analysis of Studies Using Generalizability Theory
Oneof the important theories in education and psychology is Generalizability (G)Theory and various properties distinguish it from the other measurementtheories. To better understand methodological trends of G theory, a thematiccontent analysis was conducted. This study analyzes the studies usinggene...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
izzet kara
2019-07-01
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| Series: | International Journal of Assessment Tools in Education |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/tr/download/article-file/723318 |
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| Summary: | Oneof the important theories in education and psychology is Generalizability (G)Theory and various properties distinguish it from the other measurementtheories. To better understand methodological trends of G theory, a thematiccontent analysis was conducted. This study analyzes the studies usinggeneralizability theory in the field of education in Turkey by using the methodof thematic content analysis. It reviews 60 studies, including 31 articles and29 theses published from 2004 to 2017. The selected studies underwent thematiccontent analysis using parameters including tagged information, aim, G Theorytype, number of facets used in the study, Turkish word for “facet,” object ofmeasurement, sample size, design type, mixed-design availability, shared resultsof G and D studies, computer programs, method of calculating negative variance,availability of fixed facets, and design balance. The data were interpreted onthe basis of frequencies; both table and figures are included in the study.According to the results, there is an increase in the number of studiesconducted by using G theory by years. Of these, many compare theories; most ofthem applying univariate G Theory and consider two-faceted measurementsituations. While a small subset of studies features mixed design, a largegroup features crossed design, with individuals as the object of measurement.The computer program most commonly used in analyses is EduG. The majority ofstudies use balanced design. Recommendations are provided accordingly with theresults. |
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| ISSN: | 2148-7456 |