Comparison of Technical and Managerial Efficiencies in Education System Using Bootstrap Data Envelopment Analysis and TIMSS Dataset

Öz

The research aimed to determine whether 58 countries participating in the 4th grade mathematics and science exam within the scope of TIMSS 2015 effectively manage their inputs, which are thought to be related to their success. For this purpose, non-parametric resampling data envelopment analysis (bootstrap DEA) was used to estimate the relative total efficiency scores of countries. The reason for using the Bootstrap DEA approach is that the estimated bound is an easy way to analyze the sensitivity of event scores to sampling variations. The data used in this study were obtained based on the mathematics and science achievements of the students, with the IEA IDB Analyzer program of the questionnaires filled out by the students, teachers and school principals. Countries that use educational inputs that affect mathematics and science achievement relatively effectively are Russia, America and China-Taipei (Taiwan), respectively, and it has been observed that these regions operate at an almost optimal level and use their input consumption almost optimally to produce the desired stable output. The countries with the lowest efficiency are respectively; It is designated as Armenia, Montenegro, United Arab Emirates (Dubai), North Macedonia, Kuwait, Georgia and the Philippines. Turkey, on the other hand, was determined as the country closest to being active.

Anahtar Kelimeler

• Efficiency
• Bootstrap
• Data envelopment
• TIMSS
• Education

Bootstrap Veri Zarflama Analizi ile TIMSS Verileri Kullanılarak Eğitim Sisteminde Teknik ve Yönetsel Etkinliklerin Karşılaştırılması

Öz

Araştırma, TIMSS 2015 kapsamında 4. sınıf matematik ve fen sınavına katılan 58 ülkenin başarıları ile ilişkili olduğu düşünülen girdilerini, etkin şekilde yönetip yönetmediklerini belirlemeyi amaçlamıştır. Bu amaçla, ülkelerin göreli toplam etkinlik skorlarını tahmin etmek için parametrik olmayan yeniden örnekleme veri zarflama analizinden (bootstrap VZA) yararlanılmıştır. Bootstrap VZA yaklaşımının kullanılmasının nedeni, tahmin edilen sınırın örnekleme varyasyonlarına göre etkinlik puanlarının duyarlılığını analiz etmenin kolay bir yolu olmasıdır. Bu çalışmada değerlendirilen veriler, öğrencilerin, öğretmenlerin ve okul müdürlerinin doldurduğu anketlerin IEA IDB Analyzer programıyla öğrencilerin matematik ve fen başarılarını temel alarak elde edilmiştir. Fen ve matematik başarısına etki eden eğitim girdilerini göreceli olarak etkin kullanan ülkeler sırasıyla Rusya, Amerika ve Çin- Taipei (Tayvan) olarak bulunmuş olup, bu bölgelerin neredeyse optimal düzeyde faaliyet gösterdiği ve istenen sabit çıktıyı üretmek için girdi tüketimlerini de neredeyse optimal kullandıkları gözlemlenmiştir. En düşük etkinliğe sahip olan ülkeler ise sırasıyla; Ermenistan, Karadağ, Birleşik Arap Emirlikleri (Dubai), Kuzey Makedonya, Kuveyt, Gürcistan ve Filipinler olarak belirlenmiştir. Türkiye ise etkin olmaya en yakın ülke olarak tespit edilmiştir.

Anahtar Kelimeler

• etkinlik
• bootstrap
• veri zarflama
• TIMSS
• eğitim

Kaynakça

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