Atribuciones del fracaso escolar en Secundaria entre alumnado, profesorado y familias de Castilla y León

Abstract

The issue of academic failure takes on special relevance as it is an indicator of the risk of social exclusion among young adolescents due to its socioeconomic and cultural repercussions. The official data provided in this study confirm that the problem is entrenched or far from resolved, as prevention policies have not been very effective so far. Thus, each academic year, thousands of students in our educational system experience various partial failures, leading to high rates of failure or dropout. Therefore, this research contributes to quantifying the impact of academic failure and expanding the number of risk factors reported in other previous studies on academic failure. A mixed methodological approach (quantitative and qualitative analysis) is outlined, allowing the data to be organized (descriptive statistics), parameters to be estimated, and etiological hypotheses to be tested (Mann-Whitney, Chi-Square, Kruskal-Wallis). Furthermore, the qualitative methodology allows for a deeper understanding of school failure from the experiences and attributions given in the interviews and focus groups by the subjects that make up the sample: students (N=1590), education professionals (N=189), parents or legal guardians (N=375). The mean measurements and correlation analyses (Contingency Coefficients and Spearman's Rho: marked ±0.41 to ±0.70 and strong ±0.71 to ±0.90) conclude that academic failure is associated with different risk variables grouped into different dimensions: biopsychosocial, familial, social, methodological, and institutional. The hyperparameters of the MLP mathematical algorithm y(c)=1/(1+e-c) confirm that the weight of the predictor variables on the dependent variable is quantified with an accuracy above 82%. Finally, a proposal for socio-educational intervention is established for students at high risk of academic failure, based on both the MEAM mutual teaching-learning method and the NORTHEDGE method and supported by social pedagogy. The results of the pre-and post-tests, along with the non-parametric Mann-Whitney U test statistics, confirm that participants in the experimental group improved their academic performance (mathematics, Spanish, physics, and chemistry) and reduced their truancy rates after participating in the activities included in the experimental program.