Bridging the Gap to Success: A 50-Year Bibliometric Analysis of Preparatory Education and Academic Performance in Engineering and STEM Fields
DOI:
https://doi.org/10.56294/dm2025818Keywords:
Preparatory Education, Academic Performance, Engineering Education, Transition to University, Higher Education, Academic Gap, Network Analysis, International CollaborationAbstract
The transition from secondary to higher education presents significant challenges for students in engineering and STEM fields, where academic preparedness is crucial for success. This study presents a comprehensive bibliometric analysis of global scientific production on preparatory education and its impact on academic performance, with a particular focus on engineering and STEM students. Using a dataset of 210 documents retrieved from the Scopus database (1974-2025), the analysis explores publication trends, influential sources, leading authors, thematic evolution, and citation patterns. The methodological framework integrates Biblioshiny (R-based Bibliometrix) and VOSviewer to perform descriptive, relational, and conceptual analyses. Results indicate a steady growth in publications, with a significant increase after 2010, and a moderate annual growth rate of 4.03%. The United States leads in productivity, followed by Australia and the United Kingdom, though contributions from emerging regions such as Latin America and the Middle East are gaining visibility. Keyword co-occurrence and thematic mapping reveal four major clusters: academic performance and educational measurement, engineering education and curricula, student transition and retention strategies, and emerging technologies such as machine learning and predictive analytics. Despite a rich thematic landscape, the field shows low international collaboration (4.76%) and a fragmented author network. This study contributes to the understanding of the intellectual structure and global dynamics of preparatory education research and offers insights for policymakers, educators, and researchers aiming to enhance student success in engineering and higher education. Future research should strengthen interdisciplinary collaborations and explore data-driven strategies for personalized academic support.
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Copyright (c) 2025 Julio Guerra, Ana C. Umaquinga-Criollo , Daisy E. Imbaquingo-Esparza, Fernando R. Ramírez-Paredes (Author)
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