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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| Format: | Article |
| Language: | English |
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2019-07-01
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| Series: | International Journal of Assessment Tools in Education |
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| Online Access: | https://dergipark.org.tr/tr/download/article-file/723318 |
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| author | Gülşen Taşdelen Teker Neşe Güler |
| author_facet | Gülşen Taşdelen Teker Neşe Güler |
| author_sort | Gülşen Taşdelen Teker |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-ae04fb14a877417698ea6d4907080f7e |
| institution | OA Journals |
| issn | 2148-7456 |
| language | English |
| publishDate | 2019-07-01 |
| publisher | izzet kara |
| record_format | Article |
| series | International Journal of Assessment Tools in Education |
| spelling | doaj-art-ae04fb14a877417698ea6d4907080f7e2025-08-20T02:12:58Zengizzet karaInternational Journal of Assessment Tools in Education2148-74562019-07-016227929910.21449/ijate.569996618Thematic Content Analysis of Studies Using Generalizability TheoryGülşen Taşdelen Teker0https://orcid.org/0000-0003-3434-4373Neşe Güler1https://orcid.org/0000-0002-2836-3132Hacettepe Universityİzmir Demokrasi UniversityOneof 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.https://dergipark.org.tr/tr/download/article-file/723318educational sciencesgeneralizability theorythematic content analysiseducational sciencesgeneralizability theorythematic content analysis |
| spellingShingle | Gülşen Taşdelen Teker Neşe Güler Thematic Content Analysis of Studies Using Generalizability Theory International Journal of Assessment Tools in Education educational sciences generalizability theory thematic content analysis educational sciences generalizability theory thematic content analysis |
| title | Thematic Content Analysis of Studies Using Generalizability Theory |
| title_full | Thematic Content Analysis of Studies Using Generalizability Theory |
| title_fullStr | Thematic Content Analysis of Studies Using Generalizability Theory |
| title_full_unstemmed | Thematic Content Analysis of Studies Using Generalizability Theory |
| title_short | Thematic Content Analysis of Studies Using Generalizability Theory |
| title_sort | thematic content analysis of studies using generalizability theory |
| topic | educational sciences generalizability theory thematic content analysis educational sciences generalizability theory thematic content analysis |
| url | https://dergipark.org.tr/tr/download/article-file/723318 |
| work_keys_str_mv | AT gulsentasdelenteker thematiccontentanalysisofstudiesusinggeneralizabilitytheory AT neseguler thematiccontentanalysisofstudiesusinggeneralizabilitytheory |