Methodological and Statistical Problems in Graduate Theses in the Field of Science Education

Abstract

This study attempted to determine the proficiency levels and drawbacks of the purpose, significance, problem statements and/or hypothesis, premises-limitations and methodology parts of the graduate theses in science education between 2005 and 2009. To this end, stratifying their weights on university basis, the researchers selected 40 theses among a total of 125 master’s and PhD theses submitted to the elementary education and science departments of 17 universities. In order to assess the theses, the study uses the “Thesis Evaluation Form” developed by the researchers. The percentage of the average goodness-of-fit among the assessments of
three experts was calculated to be .84 for the first evaluation part of the form, and .91 for the second part. As a result of the analyses, it was found that the theses had shortcomings in the study’s significance, model, universesample selection, validity and reliability processes of the measurement instruments, and statistical method-data analysis techniques, for which it attempted to suggest solutions.