A Systematic Review of Factors Linked to Poor Academic Performance of Disadvantaged Students in Science and Maths in Schools

Autor/in	Banerjee, Pallavi Amitava
Titel	A Systematic Review of Factors Linked to Poor Academic Performance of Disadvantaged Students in Science and Maths in Schools
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1178441 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banerjee, Pallavi Amitava)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1178441
Schlagwörter	Disadvantaged; Science Achievement; Mathematics Achievement; Low Achievement; Performance Factors; Underachievement; Evidence Based Practice; Electronic Publishing; Literature Reviews; Meta Analysis; Educational Attitudes; School Support; Change Strategies; Educational Improvement; Self Concept; Equal Education; Learning Motivation; Teacher Influence; Parent Participation; Early Intervention; Comprehensive School Health Education; School Safety + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Leistungsindikator; Performance deficiency; Leistungsschwäche; Elektronisches Publizieren; Meta-analysis; Metaanalyse; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Schulförderverein; Lösungsstrategie; Teaching improvement; Unterrichtsentwicklung; Selbstkonzept; Motivation for studies; Lernmotivation; Elternmitwirkung
Abstract	Socio-economic hardships put children in an underprivileged position. This systematic review was conducted to identify factors linked to underachievement of disadvantaged pupils in school science and maths. What could be done as evidence-based practice to make the lives of these young people better? The protocol from preferred reporting items for systematic reviews and meta-analyses (PRISMA) was followed. Major electronic educational databases were searched. Papers meeting pre-defined selection criteria were identified. Studies included were mainly large-scale evaluations with a clearly defined comparator group and robust research design. All studies used a measure of disadvantage such as lower SES, language barrier, ethnic minority or temporary immigrant status and an outcome measure like attainment in standardised national tests. A majority of papers capable of answering the research question were correlational studies. The review reports findings from 771 studies published from 2005 to 2014 in English language. Thirty-four studies were synthesised. Results suggest major factors linking deprivation to underachievement can be thematically categorised into a lack of positive environment and support. Recommendations from the research reports are discussed. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01