A Research Trends Analysis on Qualitative Meta-synthesis in Educational Research

Based on recognition of the utility of qualitative meta-synthesis in educational research, this study examined the qualitative meta-synthesis research trend in published journal articles over the past decade, analyzing 66 works across three domains: basic characteristics, analyzed literature, and research results. Key findings include several implications. Almost 50 percent o fthe studies lacked a validation process, indicating methodological rigor issues. Validation processes, such as cross-verification among researchers, were needed. Around one-third did not use direct quotations in their findings, though it is considered important to consider direct quotations in qualitative meta-synthesis. Fewer than half reached a “new structuring level through schematization,” suggesting a need to enhance reporting to discover new insights. Lastly, the literature subject to qualitative meta-analysis showed instances of publication bias; however, this bias was rarely addressed.