Causes of academic dropout in higher education in Andalusia and proposals for its prevention at university: A systematic review

Abstract

IntroductionOne of the main problems facing the university system is the high student dropout rate due to a number of variables, accentuated by the COVID-19 pandemic. This is a problem not only in Spanish universities but is prevalent worldwide. It is therefore important to understand and analyze the underlying reasons for dropout so that it can be addressed and mechanisms implemented to limit dropout in higher education to the greatest extent possible.MethodA systematic review was carried out summarizing the results of studies and reports on university dropout in Spain and specifically in the universities of the Autonomous Community of Andalusia. The review was conducted in accordance with the PRISMA statement by searching the scientific databases Scopus and Web of Science, limiting the search to articles published between 2010 and 2022.ResultsThe main publications in both Spain and the Autonomous Community of Andalusia were identified. The review included the main causes of university dropout indicated in each of the selected studies and the proposals to reduce it, including educational policies, the rise of distance education, academic failure in basic educational stages, and social, personal, psychological, and economic variables.ConclusionThere is a lack of research on university dropout, with only 25% of Spanish universities having carried out research on this subject in the last 12 years. The studies analyzed conclude that the most frequent causes of university dropout are associated with low academic performance, poor social support in the new academic environment, low socio-economic status, pessimism, and lack of motivation, together with other less significant factors such as poor relationships with teachers, lack of vocation, work incompatibility, and previous academic performance. Further research on the causes of university dropout and its prevention is needed both before university entrance, by providing meaningful information to secondary school students, and during the university stay, through institutional and teaching policies that improve family support and social roots, produce positive academic experiences, favor associationism, and encourage activities that improve planning and time management, together with cognitive learning strategies, motivational strategies and the use of advanced learning materials [such as Information and Communication Technology (ICT) tools].

Factors Associated with Student Dropout in Latin American Universities: Scoping Review

“…We have the factor "Academic" as the main factor of desertion; the predominant variables are: academic performance, the complexity of some courses, previous knowledge; these findings have similarity with those found by Rodriguez-Hernández et al, 2020, where he points out that the variable is academic performance, similarly, Aina et al, 2022 referring the valuation to this factor, for the interpretation of this phenomenon. Some other factors such as "Individual" are also of concern, occupies the second place, they are the student's own conditions, the variables found correspond to the student's motivation, insecurity, family and emotional problems, health; these findings are also related to the researchers De la Cruz-Campos et al (2023;Liza & García-Salirrosas, (2022), also consider the new environment, new challenges, adding the Covid-19 pandemic as another variable for desertion, these authors also mention the "economic" factor in their studies. The factor "Institutional" we have Lorenzo-Quiles et al (2023), who mentions that institutional policies, support for the student body in academics are determinants for the detention of students, there are also other variables, as noted by Mellado et al, 2018.…”

“…Several previous review studies on student dropout have been found; for example, from an international point of view, they indicate that there are high levels of students who drop out of Spanish universities, within the first year (De la Cruz-Campos et al,2023;Lorenzo-Quiles et al,2023; as well as in other countries worldwide (Aina et al,2022;Rodríguez-Hernández et al, 2020).…”

Comparing University Students’ Performance in the Statistical Processing and Visualization of Laboratory Data before, during and after the COVID-19 Pandemic

“…As a result, the negative influences of isolation due to the COVID-19 pandemic have made self-learning more difficult. On a global scale, some students even failed to complete their studies for these objective reasons [18,19].…”

Opiniones, aceptabilidad y usabilidad de una herramienta de escape room para promover la inclusión en el ámbito universitario

“…Así, la interacción con las y los compañeros se volvió más complicada de lo habitual (Browning, et al, 2021), siendo una dificultad que afecta especialmente a los estudiantes de primer año (Morosanu et al, 2010) y relacionada con el número de abandonos en los primeros años de universidad (Motl, et al, 2018). En este sentido, influyó en la pérdida de interés por los estudios, la falta de motivación hacia las metas académicas y el número de abandonos (Álvarez-Pérez, et al, 2021;de la Cruz-Campos, et al, 2023).…”