DOI: 10.18848/2327-7955/cgp/a353 ISSN: 2327-8749

An Analysis of Scale Development Practices in Doctoral Dissertations in Turkish Education

Özge Karakaş Yıldırım, Fatma Gökçen Ayva Yörü, Aliye İlkay Yemenici
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<p>This study analyzes doctoral dissertations that use scale development as a data collection tool in Turkish education in Türkiye through content analysis. Content analysis is a widely used method for examining qualitative data. The study focuses on doctoral dissertations in Turkish Education, archived by the Publications and Documentation Department of the Higher Education Council (Yükseköğretim Kurulu-YOK). This research employs criterion sampling and involves thirty-eight doctoral dissertations. The findings revealed that all the studies clearly stated the purpose of developing the scale. Additionally, 93.6% of the studies introduced the conceptual framework for the construct being measured, while 82% created an item pool by reviewing the existing literature. It was found that 93.6% of the studies conducted a preliminary examination of the scale items, utilizing empirical and statistical methods for this purpose. Cronbach’s Alpha coefficient was used in 76.6% of the studies to calculate the reliability of the scale. Moreover, regarding construct validity, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized together in 61.7% of the studies, while only EFA was employed in 34% of the studies. The development of scales in educational research demands a rigorous and systematic approach that aligns with established scientific standards. However, the findings indicate that doctoral dissertations in Turkish education are insufficient in maintaining these standards. Therefore, this study examines the stages of the scale development process, identifies existing gaps, and provides guidance for researchers aiming to develop standardized scales. Based on the findings, it is recommended to improve reporting standards to increase methodological consistency in scale development.</p>

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