Meta analysis of the thesis prepared for the course programs

Nowadays, parallel to the developments in the field of information and technology, an increase is observed in the academic products. The exchange of information between people through enhanced virtual connections has been strengthened and the number of studies on similar topics has increased. Similar studies are conducted in any field. These similar studies express independent results and numerical values. Combining and presenting these studies is considered as an important data source for the related field. This research aims to reach a common conclusion by examining the master's and doctoral theses examining the views of teachers about the curriculum. Theses examining the views expressed on the four basic elements of the theses (Achievements, content, learning-teaching process and evaluation) according to the variables of gender, last graduated school and seniority year were included in the research. This research was conducted within the scope of quantitative data techniques. The design of the study was considered as a descriptive design aiming to reveal an existing situation. Document analysis was used as data collection method. The data obtained from the research were analyzed through meta-analysis. Meta-analysis is the method of analysis carried out on the same subject and carried out independently from each other to achieve a common result by gathering the data obtained by the same method. As a result of the researches, 166 theses were examined. When the inclusion criteria were applied, 38 studies remained. The data of these studies were translated into the effect size which is the statistical data of the meta-analysis method. Data are expressed in tables based on the resulting effect sizes. The research findings are shown on a total of 13 tables. While the first table expresses the teachers' views on the overall curriculum, the other 12 tables consist of tables containing the effect sizes according to gender, last graduated school and seniority variable. When the average effect sizes in the tables are examined, it is determined that the effect size at the small level is 0.231 according to the last graduated school variable. This value shows that the opinions of the teachers who have bachelor's degree about the teaching-learning process are more positive than the teachers who have graduate degree. When the individual effect sizes are examined, it is observed that small, medium and large effect sizes are observed. As a result of the research, it was found that males were more positive against the learning-teaching process, teachers with undergraduate degrees were more positive against the learning-teaching process, and experienced teachers approached the four basic elements of the curriculum more positively than young teachers.