Optimizing Classroom Performance in Higher Education: Efficiency Study with Data Envelopment Analysis Method
Abstract
Higher education has an important mission in human resources development. One of the main reasons for improving the quality of education is the efficiency of classroom management. Good management means that every resource used—lecturers, time for teaching, the number of students, technology, and teaching materials—produces optimal learning outcomes; not every course can attain the same degree of efficiency. This article thus applies the method of Data Envelopment Analysis in calculating efficiency in classroom management and highlights areas where improvement needs to occur. It is, therefore, possible to achieve optimal performances in the higher learning institutions based on the model parameters used: number of lecturers, teaching hours, number of students, student/lecturer ratio, learning resources, and the learning technology. The outcome variables are the average grade of students, students' attendance rate, the percentage of students having grades A, AB, & B, and the percentage of assignments completed on time. This study involved 10 courses as decision-making units (DMUs). The results showed that 9 courses achieved an efficiency score of 1 (efficient DMU), while one course, namely Production Planning and Control (Class A), had an efficiency score of 0.976, indicating inefficiency DMU. Further analysis revealed some factors that made this inefficient: high student-to-lecturer ratios, constraints in the use of learning technology, and shortages in teaching materials. From these, this study therefore finds it necessary to recommend more learning technology, improvement in the student-to-lecturer ratio, and enrichment of teaching materials to achieve better class performance. The result of the study is expected to help the universities focus on ways to enhance education management and thereby take strategic steps to improve the efficiency of the lecture classes.
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