Motivation Is Not Enough — Discipline Sustains Success— Ajodo Nelson, UNILORIN First-Class Graduate in Mathematics

Edugist is delighted to feature Ajodo Nelson, an exceptional young scholar whose academic brilliance and multifaceted talents stand out remarkably. A First-Class graduate in Mathematics from the University of Ilorin with a stellar 4.65 CGPA, Nelson embodies a rare blend of intellectual depth, leadership, creativity, and service.

Renowned for his keen analytical mind and passion for linear and abstract algebra, Nelson is equally committed to mentoring younger students and promoting a love for mathematics. Beyond his academic accomplishments, he is a choir leader, skilled cook, and campus farmer, exemplifying balance, discipline, and holistic growth.

In this insightful interview with Akeem Alao, Nelson shares his academic journey, motivations, challenges and vision for the future.

Can we meet you?

Of course! I’m Ajodo Nelson, a recent graduate of Mathematics from the prestigious University of Ilorin, where I earned a First-Class distinction. I grew up in a close-knit family where education was highly valued, and that environment sparked my passion for learning.

I vividly remember how my dad would teach me basic mathematical concepts by writing with a stick on the ground during breaks on the farm, while I knelt to learn. Those humble moments deeply influenced my love for the subject and my approach to learning.

Your academic journey at the University of Ilorin was remarkable. What key factors or habits helped you achieve a First-Class degree in Mathematics with such an impressive CGPA?

Consistency was my greatest strength. I avoided last-minute cramming and focused instead on understanding concepts thoroughly before progressing to new ones. Whenever I got stuck, I never hesitated to seek help or engage in discussions with my peers.

I remember one particular night when a tough linear algebra concept finally clicked after hours of group study—it was such a rewarding feeling. Moments like that reminded me that persistence and collaboration are key to mastering complex topics.

Mathematics is often seen as a difficult subject by many students. How do you think educators and institutions can make the subject more approachable and enjoyable for learners?

I believe mathematics becomes less intimidating when it’s made relatable and interactive. When students see how mathematical principles apply to everyday life—such as budgeting, technology, or even music—they begin to appreciate its relevance.

Educators should also encourage group discussions and hands-on learning rather than relying solely on theory. I often tell my students that “motivation is not enough; discipline sustains success.” The initial excitement (or what I jokingly call “initial gra-gra”) can fade quickly, but true progress comes from staying disciplined through the tough topics.

You’ve expressed a strong interest in linear and abstract algebra. What excites you most about these fields, and how do you envision applying your expertise in real-world contexts?

What excites me most is how linear and abstract algebra uncover hidden patterns and structures behind complex problems. These concepts are foundational to many modern technologies—ranging from computer algorithms to cryptography—and they power solutions we rely on daily.

I plan to apply my knowledge in areas like artificial intelligence (AI) and data security, where these mathematical frameworks play critical roles. My goal is to use mathematics as a tool for innovation and problem-solving in technology-driven spaces.

You’ve balanced academics, leadership, music, and farming impressively. How did you manage your time across such demanding responsibilities, and what lessons did that experience teach you?

Balancing those activities taught me that effective time management is both an art and a discipline. I usually broke my day into focused blocks for each task but remained flexible enough to adapt when surprises came up.

Each activity enriched me in different ways—music refreshed my creativity, farming instilled patience and resilience, while leadership honed my communication and strategic thinking skills. Above all, I learned that balance is not accidental—it requires consistent discipline and self-awareness.

Mentorship seems to be a central part of your story. Could you share a memorable experience where you inspired or helped a younger learner overcome challenges in mathematics?

Yes, mentorship has been a very rewarding part of my journey. One memorable experience was with a non-mathematics student who struggled deeply with abstract algebra. I decided to simplify the concepts using relatable examples from everyday life, and gradually, I saw his frustration transform into genuine understanding.

That moment reinforced my belief that with patience, empathy, and the right teaching approach, even the most challenging topics can become accessible. Mentorship, to me, is as much about building confidence as it is about imparting knowledge.

Looking ahead, what are your future aspirations? How do you plan to combine your passion for mathematics, education, and your other interests—music and agriculture—in shaping your career path?

In the future, I hope to develop innovative educational tools that make mathematics more engaging and accessible, blending technology with creativity to sustain learners’ interest.

I also aim to explore how mathematical models can optimize agricultural processes, making farming more efficient and sustainable. And of course, music will remain a lifelong passion—my way of staying inspired, balanced, and connected with people across all walks of life.

Ajodo Nelson’s journey exemplifies the power of discipline, purpose and balance. His story is not only highlight academic excellence but also serves as a reminder that true education extends beyond classrooms—it shapes character, inspires service, and fuels innovation.