Sharon Adurokiya, Reporting
FOR Francis Olusegun, academic excellence was never merely about spending long hours with books or possessing an exceptional aptitude for Mathematics. It was about knowing what he wanted, developing a personal system to achieve it and making difficult choices when competing interests threatened to distract him from his ambition.
That determination has now earned the Ogbomoso-born scholar a place among outstanding academic achievers, following his emergence as the University of Ilorin’s (UNILORIN) best graduating student for the 2025/2026 academic session, with a perfect 5.00 Cumulative Grade Point Average (CGPA) in Mathematics.
Behind the remarkable achievement lies a story of ambition, discipline, sacrifice, adaptability and a young man’s determination to test the limits of his intellectual potential.
In an interview with National Pilot, Olusegun opened up about the personal decisions that shaped his academic journey, his approach to studying, the role of his family and his plans to pursue postgraduate studies abroad.
His revelations offer valuable lessons for students striving for academic excellence, particularly those struggling to balance their studies with relationships, social engagements, extracurricular activities and other competing interests.
The Price of an Ambitious Dream
For some students, university life is an opportunity to explore new relationships, participate in social activities, develop leadership skills and pursue a wide range of interests.
For Olusegun, however, the pursuit of his academic ambition sometimes required him to put some of these experiences aside.
Asked whether he had sacrificed relationships to achieve his goal, the Mathematics graduate gave an answer that offered a glimpse into the personal decisions behind his success.
“Let me say yes, I had to put relationship aside. I won’t tell you the reason why. I don’t want to give any controversial answers,” he said.
Although he declined to elaborate, his admission underscored his willingness to make difficult personal choices to protect the ambition he had nurtured for years.
His sacrifices were not limited to relationships. He also had to reconsider his involvement in extracurricular activities, despite having interests that extended beyond the classroom.
Olusegun disclosed that he participated in Junior Chamber International (JCI) and Minddrive from his third year at university. By his fourth year, he had also become involved in animal welfare activities.
Beyond these engagements, he had interests in sports and technology. However, he recognised that pursuing every interest simultaneously could undermine his ability to concentrate on his primary objective.
His solution was not to abandon every extracurricular activity but to become more deliberate about how he spent his time.
“I do not do too many things at the same time. I am not a very social person, and I have interests in many things, but when they conflict, I have to drop some of them,” he explained.
He offered a straightforward message to students who feel compelled to participate in every available activity.
“My own take is just don’t do plenty things, just do few that will complement what you want to achieve. If it is leadership, take leadership. If it is volunteering, take volunteering. I did some volunteering too. So, just do few things that really count,” he said.
For young people navigating the demands of university life, his experience highlights an important distinction: success does not necessarily require withdrawing from social life or extracurricular activities altogether. Rather, it demands the ability to recognise which commitments align with one’s priorities and which may need to be reduced.
Why Personal Structure Matters
While sacrifice played a part in his journey, Olusegun attributed his success to something more fundamental: the development of a personal structure that guided his decisions and kept him focused on his long-term goals.
He believes that general advice about discipline, consistency and hard work, although valuable, may not produce the desired results unless students understand their individual circumstances and develop practical systems suited to their needs.
Explaining his philosophy, he said: “Your personal structure just contains who you are, what you have been doing, everything about you, where you are coming from, where you are going, everything about you and what you are doing. That’s your personal structure.”
He distinguished this personal framework from the general principles of academic success commonly recommended to students.
“Then, there’s academic principles. Academic principles are things that are common to everybody. They’ll tell you to be serious, to be disciplined, to be consistent, but if you don’t have your personal structure, no matter how disciplined you are, it will still be like a waste,” he added.
For Olusegun, understanding oneself must precede the application of general principles.
“First, when you apply principles on yourself, you have to know what you want first, then you can apply principles on it,” he said.
His argument presents academic success as a process that begins with self-awareness. Students must identify their goals, assess their circumstances and understand their strengths and challenges before deciding which strategies are most likely to work for them.
This approach also explains why a method that works for one student may not necessarily produce the same results for another.
Rather than blindly following popular study routines, Olusegun encourages students to develop approaches that reflect their individual needs while remaining committed to their objectives.
Flexibility, Not a Rigid Timetable
One of the striking aspects of Olusegun’s academic approach is his willingness to abandon methods that no longer work.
While many students associate academic excellence with strict reading timetables and carefully planned daily routines, the UNILORIN scholar said he preferred a flexible system that allowed him to assess his progress and make adjustments when necessary.
“My reading system is very flexible. I don’t believe in one particular way. Once I carry a structure or a way of doing things, and it’s not working again, I quickly improve it. I read after class. I believe in consistency,” he said.
His approach involved revisiting lessons after lectures to reinforce his understanding of what had been taught.
However, he acknowledged that reviewing every lesson immediately after class could sometimes prove impractical because of other academic demands.
“After we are done with the class, I try to go through what we have done, but it’s not really realistic to say you want to be going through what you have done in class every day. Sometimes you can’t meet up with the schedule,” he explained.
Rather than allowing an unrealistic timetable to become an obstacle, he chose to change his strategy.
“So what I do is, once something is not working for me again, I throw it away. If I create a timetable and it’s not working, I switch to another one. So my flexibility is the key, and my consistency,” he said.
The distinction is important. Flexibility, in his view, does not mean a lack of discipline or commitment. It means being prepared to change the means without abandoning the objective.
For students who become discouraged when they fail to meet every target on a reading timetable, his experience suggests that an ineffective strategy should be reviewed rather than allowed to derail the larger ambition.
Consistency, therefore, is not necessarily about repeating the same routine every day. It is also about maintaining the commitment to learn, even when the method needs to change.
A Dream Nurtured Since 2019
Olusegun’s achievement was not an unexpected outcome of his final year. It was the culmination of an ambition he said had been developing since 2019.
According to him, reports of outstanding graduates from other universities inspired him to consider what he could accomplish academically.
Rather than setting his sights solely on obtaining a first-class degree, he challenged himself to pursue the distinction of becoming the overall best graduating student.
“I thought, if it was possible, I could stretch myself and go for it. Everyone can have a first-class but it’s not my original target. I wanted to be the overall best graduating student,” he said.
His confidence received a significant boost when he recorded a perfect 5.00 CGPA in his first year.
That early achievement convinced him that maintaining the same standard throughout his university education might be possible.
“I thought, if I wanted to graduate as the overall best, why not do it with a 5.00?” he recalled.
The graduate disclosed that he did not score below 70 in any course throughout his academic journey, a record that reflects the consistency he associated with his achievement.
His story illustrates the value of setting ambitious goals and using early progress as motivation to sustain the effort required to achieve them.
Yet his journey also demonstrates that ambition alone is insufficient. His determination had to be supported by deliberate choices, an adaptable study system and a willingness to reassess his priorities.
For Olusegun, the perfect CGPA was not simply a final-year target. It was the result of pursuing a long-held objective over several years.
Mathematics: A Love That Stood the Test of Time
Choosing Mathematics as a university course was not merely a practical academic decision for Olusegun. It was an expression of a longstanding interest in a discipline that many students find challenging.
He described Mathematics as his first love, explaining that his connection with the subject influenced his decision to pursue it at university.
“Mathematics has always been my first love. There’s a sync between me and the course. I can study any course as far as it’s Science, but when it’s Science, I’m always into it. But Mathematics, I just loved the course so much,” he said.
Although he acknowledged that he could have studied Engineering or Physics, he remained drawn to Mathematics because of his personal affinity for the subject.
“I would have studied Engineering because if you like Mathematics, you can study Engineering, Physics. But there’s just a strong connection between me and the course,” he added.
His choice is a reminder that academic decisions can be influenced by more than career prospects or the perceived prestige of a course.
A genuine interest in a subject can provide the motivation needed to confront difficult concepts, persist through demanding assignments and continue learning when the work becomes challenging.
For students preparing to choose university courses, Olusegun’s experience highlights the importance of considering personal interests and intellectual strengths alongside other practical considerations.
His success does not suggest that Mathematics is easy or that every student must develop the same passion for the subject. Rather, it demonstrates how a strong connection with one’s chosen field can help sustain the commitment required to excel.
The Family Behind the Achievement
Although Olusegun emphasised personal determination and individual responsibility, he acknowledged that his academic journey was supported by people who believed in him.
He disclosed that his parents did not attend a tertiary institution, with secondary school being their highest level of formal education.
“My parents did not have tertiary education; their highest level of education was secondary school. My uncle and elder sister were among the few people who understood my academic standing,” he said.
Despite their educational backgrounds, his parents supported his education and helped provide the conditions necessary for him to pursue his ambitions.
He also received encouragement from his uncle, elder sister, some university scholars and members of his church.
“Most of the motivation came from me. I also received encouragement from a few scholars in the university and people in my church,” he said.
His account reflects the relationship between personal initiative and external support in the pursuit of academic excellence.
A student may have the determination to succeed, but encouragement, guidance and a supportive environment can help sustain that determination, particularly when academic demands become difficult.
Olusegun’s experience also challenges the assumption that parents must possess university degrees to contribute meaningfully to their children’s educational advancement.
His parents’ support, alongside the encouragement of other family members and mentors, formed part of the foundation upon which he pursued his ambition.
A Message of Hope for Students Struggling with Their CGPAs
Perhaps one of the most significant aspects of Olusegun’s story is the advice he offers students whose academic performance has fallen below their expectations.
Rather than treating poor results as an irreversible setback, he urged students to identify the causes of their difficulties, seek guidance and implement practical solutions.
His starting point is the same principle he applied throughout his own journey: students must understand their individual circumstances before deciding how best to improve.
“First thing, have your personal structure. That’s the mistake that people make. Have your own way of doing things,” he advised.
He encouraged struggling students to examine their academic experiences honestly and identify the factors responsible for their performance.
“The first thing is to sit down and identify where the problem is coming from, what is causing the problem, then you look up to mentors, scholars or people you look up to. Explain your situation to them so they can help identify the problem and suggest possible solutions,” he said.
However, he stressed that identifying possible solutions must be followed by action.
“Once you have possible solutions, apply them. But the first thing is to be interested in improving your results,” he added.
His advice places emphasis on personal responsibility without suggesting that every academic difficulty can be resolved through discipline alone.
Students may need to improve their study methods, seek clarification from lecturers, consult academic mentors or address other challenges affecting their learning.
The essential step is to identify the problem instead of continuing with ineffective habits or allowing disappointing results to define their academic future.
For students whose CGPAs are below their expectations, Olusegun’s message is that improvement begins with a willingness to understand what has gone wrong and make the necessary changes.
His own approach also demonstrates that a strategy should be evaluated by its effectiveness rather than retained simply because it has become familiar.
Looking Beyond the First Degree
For Olusegun, graduating with a perfect 5.00 CGPA represents a significant milestone, but it is not the end of his academic journey.
He plans to pursue a master’s degree abroad and may subsequently proceed to doctoral studies.
His areas of interest include Mathematical Biology and Mathematical Epidemiology, fields that apply mathematical techniques to biological processes, disease patterns and public health challenges.
“My next step is to pursue a master’s degree abroad. In five years, I may be doing my PhD or may have completed it. It depends on the programme I pursue,” he said.
His interest in Mathematical Epidemiology is particularly significant because of the potential applications of the discipline in understanding the spread of infectious diseases and informing public health interventions.
He explained that his training could open opportunities to work with public health organisations, including organisations abroad.
“I could work with public health organisations, or I could work with one abroad. If I pursue a programme in Mathematical Epidemiology, I will also be working in the health field because epidemiology deals with diseases,” he said.
The direction he is considering reflects a desire to extend his knowledge beyond theoretical mathematics and apply it to real-world problems.
Mathematical models are used in studying disease transmission, evaluating possible interventions and analysing patterns that can inform public health decisions.
By exploring this intersection between mathematics and health, Olusegun hopes to develop expertise that could contribute to research and practical solutions to societal challenges.
His plans also demonstrate that academic excellence need not end with the attainment of an outstanding undergraduate result. It can serve as a foundation for further learning, research and professional development.
The Trailblazer’s Lessons
Francis Olusegun’s story is more than an account of a student who graduated with a perfect 5.00 CGPA. It is a study in ambition, self-awareness, adaptability and the deliberate management of competing priorities.
His experience offers several lessons for students seeking to improve their academic performance.
First, define the goal. Olusegun’s ambition to become the university’s overall best graduating student gave him a clear destination towards which he could direct his efforts.
Second, understand yourself. His emphasis on personal structure encourages students to assess their circumstances, recognise their challenges and develop strategies that suit their needs.
Third, prioritise wisely. His decision to reduce certain extracurricular commitments illustrates the importance of recognising that time and attention are limited resources.
Fourth, remain adaptable. Rather than allowing an ineffective timetable to frustrate his progress, he changed his approach while maintaining his commitment to learning.
Fifth, seek guidance when necessary. His advice to students struggling academically underscores the value of consulting mentors, scholars and other people who can help identify problems and suggest possible solutions.
Finally, remember that determination can coexist with support. Although Olusegun said much of his motivation came from within, he acknowledged the encouragement he received from his family, university scholars and members of his church.
These lessons do not imply that every student must sacrifice relationships or extracurricular activities to succeed. Nor does a perfect CGPA provide a universal formula for academic achievement. Students have different circumstances, responsibilities, strengths and challenges.
What Olusegun’s experience demonstrates is that meaningful progress often requires clarity of purpose, honest self-assessment and the willingness to adjust one’s habits in pursuit of a worthwhile goal.
For a young scholar who began nurturing his ambition in 2019, the perfect 5.00 CGPA represents the fulfilment of a dream pursued over several years.
Yet perhaps the most enduring aspect of his story is not the numerical result itself, but the thinking behind it: the ability to identify a destination, build a personal structure, recognise distractions and remain consistent without becoming imprisoned by a rigid method.
As he prepares for postgraduate studies and explores the application of mathematics to public health, Olusegun stands as an example of a young Nigerian whose academic achievement has become a platform for even greater ambitions.
His message to students is both practical and encouraging: know what you want, understand what is holding you back, seek the right guidance and be willing to change what is not working.
For aspiring trailblazers, the journey to excellence may begin with a dream, but turning that dream into reality requires purposeful decisions, sustained effort and the courage to keep improving.
