Student View: How planning and the right support changed my academic results

This blog post is written by Itunu Joy Famuyiwa, a PhD Researcher at the University of Greater Manchester, and a Studiosity user. 

Last year, I had two major assessments to complete. One was worth 20 credits, and the other was worth 40 credits. For both, I had one clear goal which was to have a
distinction grade.

For the first one, the 20-credit assessment, I started writing almost immediately. I worked on it for about a month before the submission date. I even showed it to my lecturer during the process for feedback. When I finished writing, I left it for a while and then did my final edits a few days before submission.

When the result came out, I scored 68%.

Then came the 40-credits assessment. This time I approached it slightly differently.

Instead of jumping straight into writing, I spent about a month planning it. I thought through the structure, mapped out my ideas, and had a clear direction for my arguments.

After that planning, I wrote the paper within two weeks. I also shared it with my lecturer for unofficial feedback.

When the results came out, I scored 76%.

That difference taught me a powerful lesson: Planning matters more than we often realise.

The power of planning and starting early

Planning an assessment is like creating a blueprint before building a house. It helps you see where you are going. It gives structure to your thoughts and direction to your arguments. Without a plan, you may still produce something good like I did with my 20-credit assessment, but with a plan, your work becomes more intentional.

By the time a moved into the next semester, where I had to write a 60-credit research paper, I knew I needed to approach things differently. I understood that if I wanted better results, I needed to plan, start early, and get enough feedback.

So, I did three things:

1. I planned my research

First, I planned the research work. I created a blueprint for my research before I started writing. I even kept a diary where I wrote down my thoughts, ideas and possible arguments as they came to me. I planned mentally, and physically by writing down everything and mapping out my chapters before I began.

Planning my research first helped me get my thoughts in order, before I started the writing process

2. I used Studiosity frequently, for feedback 

Second, I made sure I used the academic support available to me. By this time, we had access to Studiosity in my school, and I decided to use it consistently. Every chapter I wrote went through Studiosity so I could receive feedback and improve my work.

The feedback I received from Studiosity pointed out areas I could improve in, and always provides guidance rather than answers 

3. I took advantage of my support services

Third, I also continued seeking feedback from my lecturer. I did not rely on just one approach.

I combined planning, feedback, and revision throughout the process.

When the result came out, I scored 81%.

The learning process

But the most valuable part of that experience for me was not just the grade, it was the growth. Through that process, I learned how to think more clearly, plan more
intentionally, use ethical AI tools like Studiosity, and approach academic work with more discipline. I became more aware of my ability to organise my ideas and communicate my ideas effectively.

And if there is one thing I took away from that journey, it is that great academic
work rarely happens by accident. It happens when planning, feedback, and effort come together beautifully.