An Examination of Educational Inputs with the Data Envelopment Analysis: The Example of ICILS 2013

Autor/inn/en	Ozbasi, Durmus; Ilgaz, Gokhan
Titel	An Examination of Educational Inputs with the Data Envelopment Analysis: The Example of ICILS 2013
Quelle	In: Educational Policy Analysis and Strategic Research, 14 (2019) 3, S.129-153 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ozbasi, Durmus) ORCID (Ilgaz, Gokhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4289
Schlagwörter	Technological Literacy; Information Literacy; Comparative Education; School Size; Access to Computers; Internet; Educational Technology; Student Evaluation; Foreign Countries; Efficiency; Decision Making; Teacher Student Ratio; Computer Literacy; Argentina; Australia; Switzerland; Chile; Canada; Czech Republic; Germany; Denmark; Hong Kong; Croatia; South Korea; Lithuania; Netherlands; Norway; Poland; Russia; Slovakia; Slovenia; Thailand; Turkey + Suchen Sie Ihr Suchwort? Technisches Wissen; Informationskompetenz; Vergleichende Erziehungswissenschaft; Unterrichtsmedien; Schulnote; Studentische Bewertung; Ausland; Effectiveness; Effektivität; Wirkungsgrad; Decision-making; Entscheidungsfindung; Lehrer-Schüler-Relation; Computerkenntnisse; Argentinien; Australien; Schweiz; Kanada; Tschechische Republik; Deutschland; Dänemark; Hongkong; Kroatien; Korea; Republik; Litauen; Niederlande; Norwegen; Polen; Russland; Slowakei; Slowenien; Türkei
Abstract	The aim of this study was to determine how efficiently different countries, comparatively, use educational inputs, which are considered to affect information and communication technology literacy. The study was designed using the survey model. The study was conducted with data belonging to 21 countries participating in the International Computer and Information Literacy Study (ICIL) 2013. The data of this study were grouped as educational inputs and educational outputs. The educational inputs were the ratio of school size and teachers, the ratio of school size and number of computers, the ratio of school size and number of computers available for students, the ratio of school size and number of computers with access to internet/World Wide Web, and the ratio of school size and number of smartboards. The educational outputs were determined by the average student grades obtained in ICILS 2013. The data were analysed with data envelopment analysis. The research results revealed that relatively, Australia, Canada (Newfoundland and Labrador, Ontario), Denmark, Korea, and Norway were the countries with total efficiencies. It was determined that with the exception of the Czech Republic, all the countries without total efficiencies had the characteristic of increasing returns to scale. According to the projections that were put forward for countries to become totally efficient, the most reduction recommendations were received for the inputs for ratio of school size and teachers by Argentina (Buenos Aires); for ratio of school size and number of computers, ratio of school size and number of computers available for students, and ratio of school size and number of computers with access to internet/World Wide Web by Turkey; and for ratio of school size and smartboards by Thailand. That is to say, these countries were the ones least able to use these inputs efficiently. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://epasr.penpublishing.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01