Özet:

The purpose of this study is to evaluate abstract texts in terms of writing technique in postgraduate theses written in the subject area of education (educational sciences and field training). The population of the study is 1821 master theses and 342 doctoral theses (reached as full-text) in the departments related with education (in total 2162 theses) which were scanned in the National Thesis Center of Higher Education Council. 10% of the theses were evaluated with the method of stratified sampling. In the study, “Evaluation Scale of Theses’ Abstracts” (ESCTA) and “Inventory of Determining Problems Encountered in Abstracts” (IDPEA) were used as data collecting tools. Literature review, forming the draft scales, expert opinion, inter-rater relability and were applied in the development of these assessment instruments. Content analysis and statistical techniques were used in data analysis. These are the basic results obtained in the study: A relative success is seen in the text units “Aims” and “Findings-Result” but, the success in the text unit “Method” is low. There is no significant difference in master and doctoral theses in terms of success level in text units and in the variance of problems. Most of the texts units are incomplete and non-functional units are usually seen in the abstracts of theses. In field-based evaluations, it is seen that social sciences is the most unsuccessful field while educational sciences is the most successful one

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