Reported by Weng Patrick Atokor l Journalist at Weng Global
A 20-year-old Babcock University graduate, Oluwadamilola Soji-Oderinde, has described how artificial intelligence tools, disciplined study habits and support from colleagues helped him overcome difficult courses and graduate with a first-class degree in Software Engineering.
Soji-Oderinde graduated with a cumulative grade point average (CGPA) of 4.52. In an interview published by The PUNCH, he explained that he used tools including ChatGPT, Gemini and Acad AI as part of his study routine.
Rather than relying on AI to replace conventional studying, he said he used the tools to reinforce his understanding of course materials, generate quizzes and discuss notes and lecture slides.
How AI became part of his study method
Soji-Oderinde said he preferred understanding concepts rather than relying heavily on memorisation or cramming.
His approach included active recall, answering past examination questions and discussing difficult concepts with course mates.
He also turned to AI applications when he needed another explanation of a subject.
According to him, he would use Gemini, ChatGPT and Acad AI to generate quizzes and interact with his notes and slides after studying them.
One difficult concept he recalled understanding better through AI was Z Schemas, which he encountered in a course called Formal Methods and Specifications.
He said he sometimes asked AI applications to explain difficult concepts in simpler language and connect them to practical, real-world examples.
The approach illustrates how some students are using generative AI as a supplementary learning tool rather than simply as a means of producing assignments.
Traditional study methods did not all work for him
Despite his academic achievement, Soji-Oderinde said he did not use every commonly recommended study technique.
He found extensive note-taking while reading distracting because he either concentrated too much on writing or became focused on reading and failed to take notes.
He also said flashcards and cramming were not particularly effective for him.
Instead, he focused on understanding course materials and testing himself with questions.
Before examinations, he said he would sometimes approach his materials as though he were the person setting the examination, asking himself what questions a lecturer might ask.
He also consulted classmates and sought explanations from friends when he encountered subjects he did not understand.
First-class goal became deliberate at 300-Level
Soji-Oderinde said graduating with a first-class degree became an intentional target during his third year at university.
At the time, he had maintained a CGPA around 4.4 and recognised that reaching 4.5 was possible.
He therefore decided to devote more time and effort to his studies rather than simply hoping the desired result would happen.
His experience, as described in the interview, was not based solely on academic performance. He also had to balance coursework with leadership responsibilities, extracurricular activities and personal projects.
Pressure increased toward the end of university
The final stage of his undergraduate programme presented a significant challenge.
Soji-Oderinde said his grades were at one point below his expectations, leaving him concerned that he might not graduate with a first class when only one semester remained.
He described experiencing pressure and periods when he struggled to sleep while simultaneously managing leadership responsibilities.
He attributed his eventual success to consistency, intentionality and time management rather than relying on natural ability alone.
The experience also required sacrifices. He said he gave up personal time and sleep during particularly demanding periods.
He also put aside a startup project in his fourth year because he found it difficult to balance the project with academics and his other responsibilities.
His interest in AI extends beyond studying
Soji-Oderinde’s interest in artificial intelligence goes beyond using AI as a study aid.
According to reports based on his interview, one of his startup ideas involved making customisable AI chatbots more accessible and affordable in Nigeria.
The idea was intended to allow people to create chatbots for different events or purposes without requiring advanced technical knowledge.
He has also expressed interest in areas including customisable AI chatbots, agentic AI and MCP servers, technologies that can enable AI systems to interact with external services.
Leadership alongside academics
His university experience also included several leadership positions.
Soji-Oderinde served as a Crowdsource Team Lead for GDG Babcock, Senator and Director of Public Relations before becoming Executive President of the Babcock University Computer Club.
He said the computer club represented more than 3,500 students.
He was also nominated for Student Leader of the Year in his final year.
According to him, these responsibilities helped develop his time-management, resilience and programme-management skills while giving him opportunities to interact with people beyond the university environment.
Family and mentors played a role
Soji-Oderinde also credited his family and people around him for supporting his academic journey.
He identified his sister, Shalom Soji-Oderinde, and Mileke Kolawole, whom he described as his faculty club president in his first year, among the people who motivated him.
He also acknowledged the influence of Babcock alumni.
His parents, he said, provided important support, particularly during periods when his academic results were not meeting his expectations.
His mother’s encouragement to pursue his ambitions was particularly significant to him.
What his experience shows about AI and education
Soji-Oderinde’s account provides an example of how generative AI can be incorporated into a broader study strategy.
His description does not present AI as a substitute for attending classes, reading course materials or seeking help from other people. Instead, he combined AI explanations with active recall, past questions, practical understanding and discussions with classmates.
That distinction is important as universities and students continue to navigate the opportunities and challenges created by generative AI in education.
AI-generated explanations can help students approach complicated material from different angles, but students still need to verify information and develop their own understanding of the subject.
In Soji-Oderinde’s case, the tools formed only one part of a wider routine that included conventional academic preparation and personal discipline.
What comes next
After completing his Software Engineering degree, Soji-Oderinde said he intends to continue developing as a software engineer while building a career in developer relations.
He also plans to continue working on his startup interests.
His experience demonstrates a broader shift in how technology is becoming integrated into student learning, particularly among students studying technology-related disciplines.
For students using AI for academic work, his approach also highlights the value of using such tools to ask questions, simplify difficult concepts and test understanding rather than depending on them as a replacement for learning.
Weng Global – Stories beyond borders
Sources
- The PUNCH — Interview with Oluwadamilola Soji-Oderinde on his academic journey and use of AI tools.
- Starnews — Report based on the interview and details about Soji-Oderinde’s academic and leadership experience.
- Time.com.ng — Additional reporting on his study methods, AI use, leadership and career plans.
