A young Nigerian graduate, Temitope Kolawole, has transformed an early academic setback into an outstanding achievement, graduating with a First Class degree in Civil Engineering and a 4.56 cumulative grade point average (CGPA). His journey, which began with a discouraging carryover course, has now become a powerful example of resilience, discipline, and strategic growth within Nigeria’s higher education system.
Rather than allowing failure to define his academic path, Temitope chose persistence, self-improvement, and consistency. His story reflects the reality that academic excellence is not always linear and that early challenges do not determine outcomes.
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Story Highlights at a Glance
- Name: Temitope Kolawole
- Country: Nigeria
- Institution: University of Lagos
- Course of Study: Civil Engineering
- Degree Class: First Class
- Final CGPA: 4.56 / 5.00
- Initial Challenge: Carryover in a core science course
- Key Lessons: Resilience, strategic studying, consistency
Early Academic Setback at the University of Lagos
Temitope Kolawole began his university education in 2018 at the University of Lagos, enrolling with a clear interest in Civil Engineering. At the outset, his motivation was not driven by the pursuit of awards or public recognition but by a genuine desire to succeed academically.
His early performance appeared promising. An excellent grade in Physics boosted his confidence and reinforced his belief that he was on the right path. However, that optimism was short-lived. When results for Introductory Chemistry were released, Temitope recorded an F, resulting in a carryover for a compulsory course.
For many students, a carryover in the first year often leads to discouragement, loss of focus, and declining academic performance. In Temitope’s case, the setback deeply affected his confidence. Despite earning mostly A’s and B’s in other courses, the carryover overshadowed his efforts. At the end of the session, his CGPA stood at 3.79, a respectable figure but far below his personal expectations.
Considering Withdrawal but Choosing to Stay
At his lowest point, Temitope contemplated leaving the university entirely. Quietly, he began preparing for the SAT, exploring the possibility of continuing his education abroad. Nevertheless, circumstances prevented him from taking that route.
In retrospect, remaining in school proved to be a turning point. What initially felt like an imposed limitation later became the foundation of his academic turnaround.
A Shift in Mindset and Study Strategy
When Temitope returned for his second academic year, he did not come back with a flawless plan. Instead, he returned with determination and a willingness to learn differently.
An opportunity to teach first-year students courses he had previously struggled with became a defining moment. While preparing lessons, he realized that he had unconsciously developed structured explanations, clearer problem-solving approaches, and effective study methods.
As demand for his teaching support increased, Temitope compiled his notes into a booklet, which he began distributing to fellow students. Over time, this initiative expanded, and he took on multiple roles as a tutor, writer, editor, and distributor.
Turning Failure into Strength During the COVID-19 Period
The COVID-19 pandemic disrupted academic schedules nationwide, but for Temitope, learning did not stop. Determined to confront his earlier weakness, he volunteered to teach Chemistry, the very subject that had once resulted in a carryover.
This deliberate decision allowed him to master the subject thoroughly. When examination results were released, the improvement was evident. He earned six A’s and two B’s, including a B in Chemistry. More significantly, his CGPA rose to 4.08, marking the beginning of a steady upward trajectory.
Consistent Growth and Academic Excellence
Following that breakthrough semester, Temitope’s academic progress continued consistently. Semester after semester, his CGPA improved:
- From 4.08 to 4.21
- From 4.21 to 4.40
- From 4.40 to 4.43
- From 4.43 to 4.45
Alongside his academic commitments, he remained actively involved in personal development. He wrote additional academic materials, assumed leadership responsibilities, volunteered in various capacities, and learned backend software development.
Together with friends, he co-founded an education technology platform named SchoolAide, aimed at supporting student learning. According to Temitope, balancing academics with these activities was demanding, yet the consistency paid off.
Through this process, he learned an important academic reality: as CGPA increases, further improvement becomes progressively more difficult, requiring precision, discipline, and long-term consistency.
Strategic Planning in the Final Year
As graduation approached, Temitope understood that effort alone would not be sufficient. Strategy became essential. In his final academic phase, he registered for ten courses, creating room to absorb potential challenges without jeopardizing his CGPA.
Ultimately, there were no setbacks. He recorded a perfect 5.0 semester, pushing his CGPA to 4.53, and upon completion of all requirements, he graduated with a final CGPA of 4.56.
Academic Record and Achievements
Over the course of eight semesters, Temitope completed nearly 60 courses, earning:
- 46 A grades
- 14 B grades
In his later years, he consistently maintained First Class semester performances, solidifying his place among the top-performing graduates in his department.
Lessons Beyond the Transcript
Reflecting on his journey, Temitope emphasizes that academic transcripts rarely reveal the full story. They do not capture the sleepless nights, self-doubt, personal sacrifices, or the process of rebuilding confidence after failure.
His message to current students is clear: success is personal and multifaceted. Whether it means overcoming a difficult course, finishing strong despite setbacks, or achieving academic distinction, each journey matters.
In Temitope’s words, the journey is the real story; graduation is only the closing credits.
