For Osayuware Osazuwa, the strongest human-interest angle is not simply that she graduated with a perfect 5.00 CGPA. It is the personal struggle behind the achievement: she failed her first Statistics test after leaving the answer sheet blank, cried over difficult courses, experienced academic burnout, and still went on to achieve a perfect result.
Can we meet you? Please introduce yourself and briefly walk us through your academic journey at Trinity University.
“My name is Osayuware Osazuwa, and I studied International Relations at Trinity University I started with JUPEB and became a DE student.
My academic journey at Trinity University was more than an educational experience; it was a journey of self-discovery, awakening, and personal transformation. Beyond the lectures, examinations, and grades, university taught me resilience, patience, effective communication, and the importance of showing up even when circumstances were difficult.
There were moments when the journey was challenging, but those moments shaped my character just as much as my academic achievements did. I learned to push beyond my perceived limitations, trust God through uncertainty, and remain committed to the possibilities ahead of me.
At what point in your academic journey did you realise you could emerge as the best graduating student, and what did you do to maintain that standard?
“I began to seriously consider the possibility of becoming the best graduating student in my first semester of 300 level. By that point, I had earned three consecutive 5.0 GPAs: in both semesters of 200 level and the first semester of 300 level.
What made that realisation significant was that I had not initially imagined myself achieving that level of consistency. Seeing those results made me understand that becoming the best graduating student was not merely an ambition; it was a possibility I could work towards.
I also remember my Head of Department at the time (Dr. Hope Nwawolo) speaking to me about what it meant to become a valedictorian and encouraging me to keep going. That conversation stayed with me. It gave me an additional sense of purpose because, to the best of my knowledge, no student from my department had previously achieved that distinction. I wanted to accomplish something meaningful, both for myself and for the department.
Maintaining that standard, however, required far more than ambition. I had to keep showing up, remain disciplined, study consistently, and push through even when certain courses felt particularly difficult. There were nights when studying was exhausting, nights when my tears smudged the ink on my notes, and there were things I had to sacrifice because I understood the demands of the goal I had set for myself.
What specific habits, study techniques or principles helped you maintain excellent academic performance?
“One principle that guided me was deep focus. I believe that when you give something your undivided attention, you create a better opportunity to excel at it. During my time at Trinity University, I chose to prioritise my academics and give my studies the attention I believed they required.
In terms of study techniques, active recall was particularly helpful. Rather than simply reading my notes repeatedly, I constantly tested my ability to remember key concepts, arguments, scholars, and theories without looking at the material. Flashcards were useful, and I often wrote things down, doodled in my books, and repeatedly recalled important facts and quotations.
I also tried to keep my notes close and revisit what I had learnt whenever I could for example I always had a note while eating or making my hair. My approach was to make learning a continuous process rather than something I did exclusively when examinations were approaching.”
What was the toughest challenge you faced during your studies, and how did you overcome it?
“What stands out when I think about the toughest challenge I faced at Trinity University: studying Statistics in 200 level.
Statistics was particularly challenging because I did not initially believe I could fully understand the course and I wasn’t particularly good with numbers. I had to teach myself from the very beginning, approaching the material almost as though I were learning it for the first time or as a baby. It demanded an extraordinary amount of my time and patience.
Sometimes, you simply have to be willing to start again, ask questions, break difficult concepts into smaller parts, and give yourself the time to understand them.
The first test I wrote, I knew nothing so I left the answer sheet blank and ultimately failed that test. I cried but I had to put myself together because failing the exam wasn’t an option.
Sometimes, you begin without confidence, put in the work, and discover your capabilities along the way.”
Did you ever experience academic setbacks or moments of self-doubt? How did you handle them?
“Absolutely. I experienced moments of self-doubt, and I also experienced academic burnout. My second semester in 300 level and my first semester in 400 level were particularly challenging periods for me.
I reached a point where I was mentally exhausted and struggled to find the motivation to study. I attended classes, returned home, and felt too drained to do much else. There were days when I did not want to pick up my notes at all.
I had to confront the reality that even when you are passionate about a goal, there will be moments when you feel disconnected from it. There will be days when the motivation that once sustained you is no longer there.
I remember having to remind myself that I had not come so far to abandon my efforts at that point. I realised that although I could not always control how I felt, I could still make a decision about what to do next.
Those examination periods were particularly difficult. I cried on many mornings before examinations, and I sometimes felt overwhelmed by the volume of material I had to cover. Nevertheless, I kept going and gave each examination my best effort.
Sometimes, the most important thing you can do for yourself is to get back up, take the next step, and refuse to let a difficult season convince you that your entire journey has been in vain.”
Beyond your grades, what skills, leadership experiences or extracurricular activities contributed to your personal development?
“Although I devoted a significant amount of my time to academics, my personal development also came from the opportunities and experiences I encountered outside school.
Serving as the Public Relations Officer of my department helped me develop my communication, interpersonal, and organisational skills. The role required me to communicate with different people, engage with external parties, and represent my department in various settings. It taught me the importance of communicating clearly, being responsible, and understanding that effective representation requires more than simply speaking; it requires listening, exercising good judgement, and knowing how to relate to different audiences.
Going for conferences (such as the ECOWAS @ 50 conference) also have me a different perspective on things.”
What mistakes do you think students make that prevent them from reaching their full academic potential?
“I believe this question requires a degree of self-awareness because I do not think there is one universal mistake that prevents every student from reaching their full academic potential.
What works for one student may not work for another. Our strengths, weaknesses, circumstances, learning styles, and responsibilities differ, so it is important for every student to understand themselves well enough to identify what helps or hinders their progress.
For one person, the challenge might be procrastination. For another, it might be poor time management, distractions, ineffective study techniques, or the tendency to become discouraged when faced with difficult subjects. The important thing is to identify your own limitations honestly rather than assume that someone else’s approach will automatically work for you.
I also believe students sometimes underestimate the importance of evaluating themselves. It is not enough to desire excellent results or remain optimistic about the future. You must be willing to examine your habits, recognise where you are falling short, and make deliberate changes.
My advice is to treat every semester as an opportunity for honest reflection. Ask yourself: What did I do well? Where did I struggle? What could I have done differently? What must change before the next semester?
Self-awareness without action is insufficient. You must be willing to acknowledge your weaknesses and take responsibility for improving them.
Like I always say, your academic journey is personal. You cannot always control the circumstances around you, but you can take responsibility for understanding yourself, improving your methods, and making the best use of the opportunities available to you.”
How has your university education prepared you for the realities of the job market, and what are your plans after graduation?
“My university education has given me a strong intellectual foundation. Studying International Relations taught me to look beyond the surface of events, examine issues from different perspectives, and understand how institutions, states, and individuals interact. These are skills I believe are valuable across several professional fields.
However, I also believe that earning a degree and being prepared for the realities of the job market are not necessarily the same thing. University provides the foundation, but professional competence requires practical experience, continuous learning, adaptability, and the willingness to develop skills beyond the classroom.
My internship experiences helped me appreciate this distinction. They exposed me to professional expectations and showed me the importance of applying theoretical knowledge to real-world challenges.
After graduation, I intend to continue developing myself professionally and academically, particularly in areas connected to international affairs, diplomacy, global governance, and sustainable development. I am interested in opportunities that will allow me to contribute meaningfully to international cooperation and the achievement of the Sustainable Development Goals.
Ultimately, I do not want my education to end with the acquisition of a degree. I want it to serve as a foundation for a career through which I can contribute to meaningful change. For me, graduation is not the conclusion of my learning journey; it is the beginning of a new phase of responsibility, growth, and service.”
What practical advice would you give students who aspire to become the best graduating students in their institutions?
“My first piece of advice is simple: keep moving, and do not measure your progress against someone else’s timeline.
Your clock is not my clock, and another person’s timing is not your timing. Everyone has a different journey, different circumstances, and different responsibilities. Learn to focus on your own growth rather than become distracted by how quickly someone else appears to be progressing.
Second, understand yourself. Identify the study techniques that work for you, recognise your weaknesses, and be honest about the habits that may be limiting your progress. At the end of every semester, evaluate yourself. Celebrate what you did well, acknowledge where you fell short, and make deliberate plans to improve. Do not simply repeat the same habits and expect a different outcome.
Third, understand that excellence demands responsibility and sacrifice. If you want to achieve an exceptional result, you must be prepared to approach your work with exceptional intentionality. You cannot always do what is comfortable, follow every distraction, or adopt the same habits as everyone around you and expect to produce an extraordinary outcome. You must be willing to go beyond what is familiar, put in the additional work, and challenge yourself to grow.
However, I would also remind students that excellence is not simply about working harder; it is about working intelligently. Learn to manage your time, use effective study techniques, seek help when necessary, and recognise when you need to rest. Sacrifice should be purposeful, not simply a measure of how much you can endure.
Finally, do not allow the pursuit of academic excellence to become a competition that disconnects you from your own purpose. Let it be an opportunity to discover what you are capable of, develop your character, and prepare yourself for greater responsibilities.
My journey taught me that you do not always begin with the certainty that you will succeed. Sometimes, you begin with a desire, a willingness to work, and the faith to believe that something greater is possible.
By God’s grace, I was able to achieve what I once could only have hoped for. But I also had to show up, remain disciplined, make sacrifices, and keep going when it was difficult.
So, to every student who dreams of becoming the best graduating student, I would say this: give yourself permission to dream beyond your current circumstances, but remember that a dream must be accompanied by deliberate action. Believe in what is possible, prepare yourself for what it demands, and keep working towards it.
Do not simply aspire to be the best graduating student. Aspire to become a person who is disciplined, thoughtful, resilient, and prepared to make meaningful contributions to the world. The distinction is an achievement, but the person you become in pursuit of it is an even greater reward.”
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