Student Academic Achievement

Introduction
As part of their study, students who study Social Sciences 2 (Module #0102) are expected to write an essay on the given topics. To go along with the assignment I have chosen topic 5 (How large of an impact does student intelligence have on academic achievement and the factors that impact students academic achievement beyond intelligence). To carry on this essay I have made reviews from the books and own simple investigation which would give strength to my literature.
However to go along with the topic I had noticed that this topic got greater relation with social science which align with current social trends. Intelligence can be said that, the ability to acquire and apply knowledge and skills. Academic achievement can be described

Intelligence is an inborn character of infants, but later on it develops. It depends on the challenging task we give to perform. As intelligence of infants is especially challenging because babies cannot answer questions or follows directions. All we do is present them a stimulus, waiting them to respond and their behavior. (Kohn, 1972)
Why does IQ predict scholastic performance? Researchers differ in how they answer this question. Some believes that both IQ and achievement depends on the same abstract reasoning process that underline Spearmen’s “g”. A student well endowed with “g” can be better acquiring knowledge and skills taught in school. (E.Berk, 2003) That IQ correlates best with achievement in the more abstract school subject, such as English, Mathematics and even Science is consistent with the interpretation.
Other researchers argue that both intelligence and achievement sample from the same pool of culturally specific information. From this point of view, an intelligence test is partly an achievement test, and child past experience affect performance on both measures. Support for this view comes from evidence that crystallized intelligence (Which reflects acquired knowledge) is much better predictor of academic achievement that it is fluid counter part (Kaufman,

This shows that some students have excellent academic performance regardless of the IQ level they have as mentioned in the literature above.

Conclusion
It may be concluded that while the intelligence threshold concept appears to hold true, the nature of the relationship between intelligence and academic achievement is evident. Given the facts and findings above concludes that a student with good intelligence would be doing remarkable in his or her academic career also. If a student of good intelligence shows attentiveness in the class, then that student would be coming with flying colors. (Lucas, 2006)
On the other hand there are some other factors also that would contribute the academic performance other than intelligence. Some factors are internal (within the control) where as some factors are external (Out of control). Some internal factors like hardworking and having of spiritual goals in life etc. Some external factors like availability of resources can have impact on academic achievement. Suppose a student with lots of resources around them to study would score better in academic area rather than a student with fewer resources even with high intelligence