High School Failure, a Systematic Review in the Social Sciences

High School Failure, a Systematic Review in the Social Sciences

Автор: Silvana Hernández-Ortiz, Andrea Precht, Jean Nikola Cudina

Журнал: Интеграция образования @edumag-mrsu

Рубрика: Международный опыт интеграции образования

Статья в выпуске: 2 (103), 2021 года.

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Introduction. This study aims to examine the issue of high school failure in social sciences through a systematic review. It aims to provide a critical assessment of research on this subject. It seeks to question the very construct of high school failure, its premises, and the possible consequences from this perspective. Materials and Methods. The research published between 2010–2020, both in Spanish and English in the Scopus and Web of Science databases (Core collection), was considered. A total of 171 articles were identified. After initial screening, 37 papers were finally selected. Semantic maps were created with the Vosviewer. The literature was examined to determine where high school failure is being researched, what type of methodologies are most used and, finally, what impact the research has had on our understanding of this concept. Results. It was found that most of the research on the topic is done in the field of education, and that the methodology used is predominantly quantitative. The different definitions of high school failure tended to attribute its cause to one or more of four reasons: student failure, multicausal phenomena, social exclusion, and finally, disability in the education system. Discussion and Conclusion. It is possible to understand that high school failure is understood and defined as mostly involving studentsʼ responsibility for the academic outcome and achievement obtained. Although studies that cover such factors as a multicausal nature, social exclusion, and the education systemʼs difficulty can be found, the responsibility for failure tends to be attributed to the individual student.

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School failure, school success, student, academic performance, educational psychology

Короткий адрес: https://sciup.org/147231347

IDR: 147231347   |   DOI: 10.15507/1991-9468.103.025.202102.214-225

Текст научной статьи High School Failure, a Systematic Review in the Social Sciences

Original article

Systematic reviews are an important resource for the development of a research topic. This methodological resource is based on the structured and methodical analysis of an adequate number of relevant and specialized publications [1]. A systematic review is defined as an integrative, observational, retrospective study in which the analysis of works that examine a particular topic and objective are combined1.

Systematic reviews provide a rational synthesis of basic research. They overcome the limitations of narrative reviews by applying rigorous standards to secondary research

(where the unit of study is other research studies) as if they were being applied to primary research studies (original studies) [2]. This methodological approach has been used in various fields of study. In education and the social sciences, it has not been different; this is demonstrated by the growth in published systematic literature reviews over the last five years [3; 4].

In the particular case of school failure, systematic reviews have been carried out to address research questions that allow us to understand the possible causes of this phenomenon. Over the last year, we have seen systematic review studies that focus on such

topics as the role of classmates in the development of social anxiety in adolescents [5]; populations of students with attention deficit hyperactivity disorder [6]; the relationship between academic achievement and school discipline [7]; as well as academic programs and interventions to increase the interest and participation of children and youth with disabilities in education or STEM careers [8].

The diversity of these studies implies the possibility of integrating and grouping a vast amount of scientific research to facilitate an overview of information for decision-making and the development of future research on a specific topic [9].

Systematic reviews need to be carried out in an objective and rigorous manner and be meticulous, from both a qualitative and quantitative perspective [10]. To this end, such research includes the use of bibliometric tools to complement and strengthen the systematic review on school failure carried out here. Specifically, the use of co-occurrence and co-authorship analysis is employed to map representative concepts and indicators of collaboration in research on school failure. This approach has already been used to develop other systematic review studies [11].

The purpose of the present study is to review school failure as discussed within the field of the social sciences, and provide a critical overview of the development of research on school failure over the last decade. It seeks to question the very construct of school failure and the assumptions underlying research on this topic. The concept of school failure and other concepts related to this phenomenon are discussed, along with the causes and consequences that lead to failure.

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