台灣培育學童綜合學力之效率分析

本文主旨為各國教育資源投入與學童綜合學力效率的比較，本研究以同時參與PIRLS2011及TIMSS2011中，捨去非四年級參與排名之國家﹙區﹚、資料有短缺以及成績平均表現過低被註記為不可靠的計量國家後之28國，並採用資料包絡分析法及Tobit迴歸分析進行研究。研究結果發現一、就規模效率而言，捷克、芬蘭、喬治亞、愛爾蘭、馬爾他及瑞典均達到規模效率值1，是28個DMU中表現最佳的6國外；捷克、芬蘭、喬治亞、愛爾蘭、馬爾他及瑞典處於固定規模報酬階段，已達最適規模報酬。二、達到最適規模的各國中以芬蘭表現最為優異被其他國家學習的次數為16次，表現最為優良。三、學校圖書館藏書超過萬本與學童綜合學力效率呈現正向關係。四、教師工作滿意度越高責教學品質越優良，學童綜合學力效率亦越高。五、學童有自己的房間的百分比則與學童綜合學力效率呈現負向關係。

關鍵字

TIMSS ； PIRLS ；效率

並列摘要

The purpose of this paper is to compare each country’s investment in education resources and their schoolchildren’s integrative academic attainment efficiency. This research was carried out concurrently with PIRLS2011 and TIMSS 2011, while turning down the non-participation of fourth-graders and countries (areas) making it to the list, shortage of data and where grade average is too low that it has to be notated as unreliable measurement countries, just after the best 28 countries. Data envelopment analysis and Tobit regression analysis were used to proceed with the research. Results from the study showed that 1. For scale efficiency, the Czech Republic, Finland, Georgia, Ireland, Malta,and Sweden have reached scale efficiency. 1. They were among the 28 DMUs best 6 countries; the Czech Republic, Finland, Georgia, Ireland, Malta,and Sweden in the constant returns to scale category, had already reached optimal returns to scale. 2. Achieving the most optimal scale among all these countries, Finland had the most outstanding performance with 16 times more of learners than the rest of the countries, somewhat agreat performance. 3. Schools are endowed with libraries containing more than 10,000 books and schoolchildren’s integrative academic attainment efficiency are positively associated. 4. The higher the teachers’ job satisfaction, the better the teaching quality, the schoolchildren’s integrative academic attainment efficiency is also higher. 5. A small percentage of children having their own rooms at home and schoolchildren’s integrative academic attainment efficiency showed a negative impact.