Academic performance as an institutional variable affecting educational quality. Literature Review
Abstract
The overall objective of the research was to analyze academic performance as an institutional variable that affects educational quality. The study took the form of a narrative review of educational quality and academic performance; to this end, the QR method was used, which involved formulating research questions. Next, to answer the defined questions, a search was conducted in Scopus, Web of Science, ScienceDirect, and ProQuest, focusing on the time period from 2022 to 2024 and using subject headings. Inclusion and exclusion criteria were applied. In conclusion, there are various factors related to academic performance; however, it should be noted that some of these factors are consistently present across the different contexts analyzed, namely socioeconomic and cultural status, responsibility, educational policies, facilities, family, motivation, teaching methods, teachers.
Downloads
References
Akay, E. Ç., & Oskonbaeva, Z. (2024). Investigating the factors affecting the PISA-based test performance of Asian students. Economic Journal of Emerging Markets,16(1), 38-49. https://doi.org/10.20885/ejem.vol16.iss1.art4
Al-Osaimi, D. N., & Fawaz, M. (2022). Nursing students’ perceptions on motivation strategies to enhance academic achievement through blended learning: A qualitative study. Heliyon, 8(7), e09818. https://doi.org/10.1016/j.heliyon.2022.e09818
Carrillo-López, P., Constante-Amores, A., Arroyo-Resino, D., & Sanchez-Munilla, M. (2022). Self-Concept and Academic Achievement in Primary School: A Predictive Study. International journal of education in mathematics science and technology, 10(4), 1057-1073. https://doi.org/10.46328/ijemst.2303
Daou, D., Chakhtoura, M., El-Yazbi, A., Mukherji, D., Sbaity, E., Refaat, M. M., & Nabulsi, M. (2022). Teaching critical appraisal to large classes of undergraduate medical students using team-based learning versus group discussions: A randomized controlled trial. BMC Medical Education, 22(1), 77. https://doi.org/10.1186/s12909-022-03145-9
Deroncele-Acosta, A. (2025). How to make a narrative review article step by step? QR Method. Methodological Innovations, 67(2120), e1610. https://journals.sagepub.com/home/MIO
Fomba, B. K., Talla, D. N. D. F., & Ningaye, P. (2023). Institutional Quality and Education Quality in Developing Countries: Effects and Transmission Channels. Journal of the Knowledge Economy, 14(1), 86-115. Scopus. https://doi.org/10.1007/s13132-021-00869-9
García-Jiménez, J., Lucas-Oliva, I., Rodríguez-Santero, J., & Torres-Gordillo, J.-J. (2023). Management Discourse Analysis of High- and Low-Efficacy Schools: A Comparative Study of Factors Influencing School Performance. Education Sciences, 13(7),723. https://doi.org/10.3390/educsci13070723
García-Jiménez, J., Torres-Gordillo, J.-J., & Rodríguez-Santero, J. (2022). Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models. Education Sciences, 12(1), 59. https://doi.org/10.3390/educsci12010059
Govindarajoo, M. V., Selvarajoo, N. D., & Ali, M. S. (2022). Factors Contributing to Poor Academic Achievement among Low Performing Pupils: A Case Study. Asian Journal of University Education, 18(4), 981-997. https://doi.org/10.24191/ajue.v18i4.20008
Loughry, M., & Cameron-Glickenhaus, J. (2018). World Development Report 2018: Learning to Realize Education’s Promise. Washington, DC: World Bank. https://doi.org/10.1596/978-1-4648-1096-1
Lucas-Oliva, I., García-Jiménez, J., Torres-Gordillo, J.-J., & Rodríguez-Santero, J. (2022). Equity and Parity in Primary Education: A Study on Performance in Language and Mathematics Using Hierarchical Linear Models. Sustainability, 14(19), 12404. https://doi.org/10.3390/su141912404
Merchant, S. D., Klinger, D., & Kirby, J. (2022). Assessing Learning Skills and Work Habits: What Do Report Card Data Tell Us? Canadian Journal of Education/Revue Canadienne de l’éducation, 45(3),670-702. https://doi.org/10.53967/cje-rce.v45i3.5191
Ogawa, M. (2022). Emerging inequality in Kenyan secondary schools: Dilemmas of educational expansion and quality improvement. Prospects, 52(3), 453-468. https://doi.org/10.1007/s11125-022-09627-4
Organización de las Naciones Unidas para la Educación. (2017). Educación para los Objetivos de Desarrollo Sostenible: objetivos de aprendizaje. https://n9.cl/i3gch
Organización para la Cooperación y el Desarrollo Económicos. (2024). PISA Vocational Education and Training (VET). https://doi.org/10.1787/b0d5aaf9-eN
Pérez-Ríos, R., Barrera-Hernández, L. F., Echeverría-Castro, S. B., & Sotelo-Castillo, M. A. (2023). Orientation to the Future and Academic Lag as Predictors of Academic Performance of High School and University Students in Northwest Mexico. Revista Electronica Educare, 27(2),1-17. https://doi.org/10.15359/ree.27-2.15876
Rindermann, H. (2024). Why are there differences across German states in student achievement and cognitive ability? Heliyon, 10(3), e25043. https://doi.org/10.1016/j.heliyon.2024.e25043
Rolfe, V., Yang Hansen, K., & Strietholt, R. (2022). Integrating educational quality and educational equality into a model of mathematics performance. Studies in Educational Evaluation, 74, 101171. https://doi.org/10.1016/j.stueduc.2022.101171
Rozhkova, K., Roshchin, S., Solntsev, S., & Travkin, P. (2023). The Differentiation of Quality in Higher Education and Graduates? Wages in Russia. Voprosy Obrazovaniya-Educational Studies Moscow,1,161-190. https://doi.org/10.17323/1814-9545-2023-1-161-190
Van Eycken, L., Amitai, A., & Van Houtte, M. (2024). Be true to your school? Teachers’ turnover intentions: the role of socioeconomic composition, teachability perceptions, emotional exhaustion and teacher efficacy. Research Papers In Education, 39(1), 24-49. https://doi.org/10.1080/02671522.2022.2089208
Wang, S., & Luo, B. (2024). Academic achievement prediction in higher education through interpretable modeling. Plos One, 19(9), e0309838. https://doi.org/10.1371/journal.pone.0309838
Zheng, Z., Zeng, M., Huang, W., & Sun, N. (2024). The influence of university library environment on student interactions and college students’ learning engagement. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-02892-y
Copyright (c) 2026 Edwin Ronald Pérez-Vásquez , Martha Mireya Manrique-García , Luisa Katherine Niño-Vargas , Gladys Gabriela Franco-Franco
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
LICENCIA DE CONTENIDO
Creative Commons
Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
Política propuesta para revistas que ofrecen acceso abierto
Aquellos autores/as que tengan publicaciones con esta revista, aceptan los términos siguientes:
Usted es libre de:
Compartir — copiar y redistribuir el material en cualquier medio o formato
Adaptar — remezclar, transformar y construir a partir del material
La licenciante no puede revocar estas libertades en tanto usted siga los términos de la licencia
Bajo los siguientes términos:
Atribución — Usted debe dar crédito de manera adecuada, brindar un enlace a la licencia, e indicar si se han realizado cambios. Puede hacerlo en cualquier forma razonable, pero no de forma tal que sugiera que usted o su uso tienen el apoyo de la licenciante.
NoComercial — Usted no puede hacer uso del material con propósitos comerciales.
CompartirIgual — Si remezcla, transforma o crea a partir del material, debe distribuir su contribución bajo la lamisma licencia del original.
No hay restricciones adicionales — No puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otras a hacer cualquier uso permitido por la licencia.
DERECHOS DE AUTOR Y PERMISO
La revista permite que los autores tengan los derechos de autor sin restricciones.
La revista permite que los autores conserven los derechos de publicación sin restricciones; y garantizan a la revista el derecho de ser la primera publicación del trabajo.
