An examination of educational inputs with the data envelopment analysis
The example of ICILS 2013
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.