The phrase "achievement can be explained" is correct and usable in written English.
It can be used when discussing the reasons or factors that contribute to a particular achievement or success.
Example: "The achievement can be explained by the team's dedication and hard work throughout the project."
Alternatives: "the accomplishment can be clarified" or "the success can be accounted for".
According to Andreas Schleicher of the OECD, only 9% of the variation in achievement can be explained by how much is spent; the rest is down to how it is spent.
Hierarchical regression analyses demonstrated that the relationship between SFON and symbolic mathematics achievement can be explained, in part, by individual differences in children's nonsymbolic numerical processing skills and their ability to map between nonsymbolic and symbolic representations of number.
To illustrate this point, recent research shows that the genetic contribution to GCSE achievement can be explained by factors including general cognitive ability, self-efficacy, behaviour problems, personality, well-being and perceptions of the school environment (King's College London 2014; Krapohl et al. 2014).
Still other research has found that differences in student achievement can be explained mostly by socioeconomic backgrounds.
Instead Dr Hsin and Dr Xie find that the achievement gap can be explained through harder work as measured by teacher assessments of student work habits and motivation.
Next, we analyze whether the achievement gap can be explained by the proportion of immigrant peers in school and the corresponding crowding out of native students with favorable family background to other (often private) schools.
For all countries we find that achievement across domains can be explained by a general level of achievement rather than subject-specific strengths or weaknesses of learners.
Based on previous analyses of aggregated country-level data (Rosén and Gustafsson 2014), our hypothesis is that increased computer use at home has a negative effect on reading achievement and that this can be explained by displacement theories.
Later on, the achievement gap widens beyond what can be explained purely by poverty.
The remaining between-country correlations between mean attitudes and mean achievement once controlling for ERS can be explained by the observation that (1) despite detectable country differences, most variability in ERS occurs within, as opposed to between, countries, and (2) ERS appears to be only weakly correlated with achievement.
The R2 value was 0.612 suggesting that 61.2 % of the variance in extent of e-entrepreneurial intention can be explained by achievement, self-esteem personal control, and innovation through self-efficacy.
