Comparison of theoretical frameworks of doctoral theses on the field of instructional technology: The Turkey-US case

Abstract

Although there are suggestions for writing the theoretical framework in the literature, studies on how all sections of research should be structured based on the theoretical framework are limited. The current research compared the structuring of doctoral theses' theoretical frameworks in the field of instructional technology produced in Turkey and the US. Two hundred doctoral theses were subjected to content analysis based on the list of criteria developed by the researchers. The data collection tool includes the criteria of formality, language, definition and association, purpose and significance, methodological procedures, and presentation and interpretation of results. Independent factorial ANOVA were used to determine whether country and method affected the data obtained from the analyzed theses. The analysis of the data showed that the US-based theses were structured in accordance with the established criteria in all aspects except for purpose and importance. Method did not affect consistency with the criteria. The results of the study are anticipated to guide graduate students, thesis advisors, and researchers preparing theses and articles.