The main goal of the  study seeks to identify the relationship between the cultural variables associated with academic achievement .Under this main goal are three sub goals:  1. The level of performance. 2. Distribution to academic departments. 3. Joining the "talent" system. The study based on the quantitative approach using a field survey method on a random sample of 422 students.

 The most important results are:

One of the most influential cultural factors related to academic achievement (Students Course System) is in descending order:

1. The educational level of the father  where the correlation coefficient was 0.582 at the level of significance (0.01).

2. The educational level of the mother  where the ratio of correlation was 0.422 at the level of significance (0.01).

3. The highest certificate the student expects to receive where the correlation coefficient was 0.337 at the level of (0.01).

4. Follow-up of the family educational achievement where the correlation coefficient was 0.324 at the level of (0.01).

5. Parental intervention in the choice of specialization where the correlation coefficient was 0.292 at the level of (0.01). 

One of the most influential cultural factors associated with the achievement of the study (Students of the semester system)  is in descending order:

1. The educational level of the mother  where the ratio of correlation was 0.508 at the level of significance (0.01).

2. The educational level of the father  where the correlation coefficient was 0.416 at the level of significance (0.01).  

3. Parental intervention in the choice of specialization where the correlation coefficient was 0.329 at the level of (0.01).

4. Parents' interest in presenting cultural programs where the correlation coefficient was 0.297 at the level of (0.01).

5. The highest certificate the Parents expects to receive where the correlation coefficient was 0.258 at the level of (0.01).