Abstract
In academic studies, the discussion section is important in which the effect of the results of the study on the existing literature is highlighted and interpreted. The aim of the current paper is to compare the discussion sections of Turkish and American PhD dissertations in the field of Educational Technologies, taking into consideration the basic features that should be found in an effective discussion section. For this purpose, a content analysis was carried out using a checklist developed to examine the basic components, the presentation of the results, the interpretation of the results, and the overall language of 120 PhD dissertations published in this field. The study showed although there were strong aspects, the contribution to the literature and limitations of studies were only included in some of the Turkish PhD dissertations; however, they were included in the majority of American PhD dissertations. Almost all of the dissertations explained the findings and their significance; however, there was no emphasis on the significant and interesting findings in Turkish PhD dissertations. The number of pages of the discussion section in Turkish and American PhD dissertations was almost the same, and the relationship between the number of pages of the discussion section and the quality of the discussion section was rather weak in the dissertations from both countries. The results obtained from the study were evaluated in general and suggestions to consider when writing the discussion section are given.
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Bayrak Karsli, M., Karabey, S., Cagiltay, N.E. et al. Comparison of the discussion sections of PhD dissertations in educational technology: the case of Turkey and the USA. Scientometrics 117, 1381–1403 (2018). https://doi.org/10.1007/s11192-018-2955-8
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DOI: https://doi.org/10.1007/s11192-018-2955-8