A Systematic Review of Postgraduate Theses on Curriculum Evaluation

Abstract

Curriculum evaluation is a process carried out to decide the effectiveness of training programs. In this process, the strengths and aspects of the training programs that are open to improvement are emphasized. Therefore, curriculum evaluation studies are an important part of curriculum development. In this respect, it is important to consider the research studies on curriculum evaluation studies together in order to develop curriculum. This study aims to review the postgraduate theses completed on the evaluation of curricula in Turkey between 2007 and 2019 according to several variables and to determine the research trend in this field. The method of the research was formed by systematic review. In this context, 586 postgraduate theses written on curriculum evaluation were reviewed. It was determined that the theses showed a balanced distribution according to years and were generally at master’s level. The postgraduate theses were mainly based on quantitative research methods, and in recent years, there has been a tendency towards qualitative and mixed-method studies. Questionnaires and interviews were used in the theses mostly prepared in accordance with the survey model and the data were collected from teachers and students. In the one-fifth of the theses on the evaluation of curricula which were examined within the scope of this research (105 theses), it was determined that curriculum evaluation models were taken into consideration and that the most preferred model was Stufflebeam’s CIPP model. Following this model, Erden’s "Element-Oriented Curriculum Evaluation Model" and Tyler’s "Objective-Centered Evaluation Model" were also preferred frequently.

Thematic and Methodological Analysis of National and International Theses on Curriculum Implementation

“…Besides, coding is the most used analysis technique in international theses in which qualitative research design is mostly applied. These findings of the study is in good agreement with the studies of Akkaş-Baysal and Kırat (2022), Aslan and Sağlam (2017), Avcı and Güven (2022), Ozan and Köse (2014), Taş and Duman (2021) who investigated the national postgraduate theses on curriculum and stated that mostly quantitative research models, quantitative data collection tools and quantitative analysis techniques are used in the theses conducted. However, both in this current study and the mentioned studies in literature, it is also recognized that besides quantitative method, there is a tendency towards qualitative and mixed method research in recent years.…”

“…While the number of master's and doctoral theses in national studies is close to each other, international studies were mostly carried out as doctoral theses. Aslan and Sağlam (2017) and Taş and Duman (2021) stated in their study, which investigates the postgraduate theses on curriculum evaluation, most of the national theses were studied at master's level. Some other studies in literature also show that national theses are mostly conducted as master's theses ( Avcı & Güven, 2022;Aykan & Çalışkan, 2022).…”

“…The findings of the current study are consistent with those of Turan et al (2014), who analyzed the articles published in a national journal and found that researchers who could not give up quantitative research designs concentrate on student and teacher samples and do not include administrators in their studies on educational administration. There are also some other studies examining the national theses on curriculum development and curriculum evaluation which state that teachers and students are included as participants in the majority of the theses (Akkaş-Baysal & Kırat, 2022;Aslan & Sağlam, 2017;Avcı & Güven, 2022;Kozikoğlu & Senemoğlu, 2015;Taş & Duman, 2021). It is also noteworthy that although participants directly concerned with curriculum such as curriculum designers and specialists take part in international theses as participants, there is no national study conducted with these participants.…”

“…Al-Kathiri (2002) also investigated the characteristics of master's theses conducted in the department of curriculum and teaching methods. Besides, Taş and Duman (2021) reviewed postgraduate theses on curriculum evaluation. Similarly, Aslan and Sağlam (2017) made a methodological investigation of the theses conducted on curriculum evaluation.…”