Any critique, Sir Holt I need your review, thanks
PERSONAL STATEMENT
From primary school, I was naturally drawn to problems that required reasoning. While many of my friends found quantitative reasoning difficult, I found it interesting because I enjoyed breaking problems apart, relating different pieces of information, and working out why an answer made sense. Mathematics became one of the subjects I enjoyed most, and this habit of reasoning gradually became part of how I approach unfamiliar problems. I have always been more interested in understanding how things connect than in simply memorizing an answer.
My curiosity also extended to the physical technology around me. Long before I knew what Computer Engineering was, I wanted to understand how things worked. I once dismantled an old DVD player belonging to my parents because I wanted to see what was inside. I also opened an abandoned torchlight when it developed a charging problem and investigated a blender that had stopped working, where I found a burnt wire. These were simple experiences, but they reflected something that has remained constant in me: when I encounter something I do not understand, I want to investigate it.
My first meaningful exposure to computers came around JSS2 through my older brother's HP computer. Because access to a computer at home was limited, my secondary school's computer laboratory became an important place for me. I used the computers for learning, but I was equally interested in what happened behind the screen. I watched laboratory personnel install software, connect peripherals and replace components, and I became increasingly curious about how computers were assembled and maintained. I sometimes helped other students and teachers with computer-related tasks, and from JSS3 until graduation I was also among the students who typed our school's yearly magazine. The computer laboratory gave me an environment in which I could learn by observing, experimenting and asking questions.
My access to technology was not always easy. There were opportunities for computer training that I could not take because the cost was beyond what my family could afford at the time, and much of my early exposure depended on school resources and the limited periods when I could use a computer at home. Rather than making the limitation an excuse, it made me more intentional about using whatever opportunities were available to me. I learned by observing others, experimenting with computers in the school laboratory, searching for information and asking questions whenever I had the opportunity.
My academic experiences reinforced this curiosity. I was usually among the strongest students in Mathematics, while Physics interested me because it allowed me to connect mathematical principles to the behaviour of real things. I developed the habit of reading ahead, reviewing what I had learned, taking notes and doing additional exercises. At the same time, I learned that being naturally interested in a subject does not mean that everything will immediately be easy. I struggled with latitude and longitude in Geography, but instead of accepting the difficulty, I studied from three textbooks, worked through exercises and kept returning to the topic until I understood it. I eventually became the only student in my class to pass a particular theory examination on the topic. That experience reinforced a quality that has continued to shape me: when I do not understand something, I do not want to leave it there. I keep working until I find a way through it.
My interest in academic challenges also led me to participate in competitions and represent my school. I represented my school in a Mathematical Association of Nigeria competition (MAN). I also participated in competitions including Olympiad activities and essay competitions. These experiences exposed me to problems that could not always be solved by relying on familiar classroom questions. They challenged me to think under pressure and helped strengthen my willingness to test my ability beyond the normal classroom environment.
My transition from using computers to developing software began in 2024 through Telegram. I started creating Telegram bots with no-code tools and enjoyed the process of turning an idea into something functional. However, I soon discovered that no-code platforms could not do everything I wanted. That limitation became an opportunity to learn rather than a reason to stop. I wanted to understand what was happening underneath the tools and to build beyond their restrictions, so I began learning Python through YouTube and using it to develop my own bots. From there, my interests expanded into backend development and automation. This was an important transition for me because programming changed from something I could use through ready-made tools into something I could understand, modify and create with myself.
The transition was not always comfortable. As I moved into actual programming, there were concepts and lines of code that I could not immediately understand. I made errors, became frustrated and sometimes questioned whether I was progressing quickly enough. However, I kept returning to the problems, breaking them into smaller parts, searching for explanations and practicing until they became clearer. I learned that consistency is not the absence of frustration; it is the decision to continue despite it. This experience has become one of the strongest reasons I believe I can continue growing in a demanding technical field.
I have continued developing my skills through independent learning, online courses and Harvard's CS50x, while exploring areas including backend development, databases, automation, web development and software systems. I have also learned that I enjoy building things more than simply reading about them. I built a basic website for SwiftUS Laundry Service without charging for the work and contributed my technical skills as a volunteer at BAFI (Building Abilities For Impact), an initiative created within my fellowship; collaborated with a creative team to build a website commemorating the fellowship's 10th anniversary. I have also worked on a file-encryption project that became one of the projects I was most proud of because it required me to think about how software could protect information rather than simply display it. I have experimented with bots, backend systems and automation.
These experiences have gradually changed the way I see technology. I am no longer interested only in whether I can make something work. I increasingly want to understand why it works, what limitations it has, how different components interact, and whether there is a better way to solve the underlying problem. This is part of what drew me toward Computer Engineering. My interests have grown from software into the relationship between software, hardware and intelligent systems. I am particularly curious about what becomes possible when computing is connected to physical systems, sensors, connectivity and artificial intelligence.
My development has also involved working with other people. I participated in my school's Computer Club and JET Club. I served as a Health Prefect and Timekeeper. I also helped younger students and classmates with academic and computer-related tasks, and I have taught my younger cousin while preparing for examinations. These experiences helped me become more comfortable taking responsibility, explaining what I know to others and learning through collaboration. They have also shown me that technical ability is more useful when it can be communicated and applied with other people.
My family has also influenced the way I think about learning and the purpose of knowledge. My mother is a nurse, and watching her work with patients has made me more aware of the human problems behind many of the challenges that technology can potentially address. Her willingness to continue learning and serving others has influenced my attitude toward both education and responsibility. My father, who works in the Nigerian Correctional Service, has taught me how to be disciplined, respectful, responsible and the importance of maintaining one's character even when nobody is watching. My older brothers have also influenced me in different ways by encouraging me to develop useful skills, challenge myself academically and remain resilient. These influences have helped shape my belief that ability should be developed through discipline and eventually used for something meaningful.
My interest in AI and Computer Engineering therefore did not begin with a single course or a predetermined career path. It developed gradually from a childhood habit of asking how things work, an enjoyment of mathematical reasoning, exposure to computers, and the satisfaction I found in creating software. The more I learned, the more I became interested in the boundary between software and the physical world. I began to see Computer Engineering as a field that could allow me to understand systems from different levels and eventually create technology rather than only use it.
I am particularly drawn to the challenge of becoming an engineer who can approach unfamiliar problems creatively. I do not want to be limited to reproducing solutions that already exist. I want to understand problems deeply, identify relationships that may not be obvious at first, experiment with different approaches and develop solutions that are genuinely useful. My experiences with mathematics, repairing devices, learning programming and building small projects have all given me different ways of practicing this kind of thinking.
My interest in Korea developed alongside my growing interest in technology. As I learned more about Korea, I became curious about its technological development, companies and digital environment, while also developing an interest in its culture, history and traditions. I began researching the country more seriously and started learning basic Korean independently. What attracts me most is the opportunity to experience a society whose technological development has produced systems and industries that I had previously encountered mainly through a screen. This is why Ajou University's School of AI & Computer Engineering appeals to me. I am attracted to an environment where computing is connected to practical problem solving, technological development and collaboration with industry and research. Ajou's broader computing environment includes work across artificial intelligence, intelligent systems, IoT, networks and other areas of computing, while its College of Computing and Informatics emphasizes creative thinking and practical problem solving. This reflects the kind of engineer I want to become: someone who can look at an unfamiliar problem, understand its underlying structure, think creatively about possible approaches, and eventually create solutions that were not previously available to the people facing that problem.
I believe the experiences that have shaped me have prepared me not because they have made me an expert, but because they have taught me how I learn. I learn by questioning, observing, experimenting, making mistakes and trying again. I have moved from taking apart household devices, to spending hours in a school computer laboratory, to creating bots, learning Python and developing practical software projects. At every stage, my curiosity has led me toward something more difficult, and my persistence has kept me moving when the difficulty became uncomfortable. I now want to carry that same curiosity and consistency into the study of AI and Computer Engineering and continue becoming the kind of person who does not simply accept difficult problems, but works to understand them and create better ways to solve them.
PERSONAL STATEMENT
From primary school, I was naturally drawn to problems that required reasoning. While many of my friends found quantitative reasoning difficult, I found it interesting because I enjoyed breaking problems apart, relating different pieces of information, and working out why an answer made sense. Mathematics became one of the subjects I enjoyed most, and this habit of reasoning gradually became part of how I approach unfamiliar problems. I have always been more interested in understanding how things connect than in simply memorizing an answer.
My curiosity also extended to the physical technology around me. Long before I knew what Computer Engineering was, I wanted to understand how things worked. I once dismantled an old DVD player belonging to my parents because I wanted to see what was inside. I also opened an abandoned torchlight when it developed a charging problem and investigated a blender that had stopped working, where I found a burnt wire. These were simple experiences, but they reflected something that has remained constant in me: when I encounter something I do not understand, I want to investigate it.
My first meaningful exposure to computers came around JSS2 through my older brother's HP computer. Because access to a computer at home was limited, my secondary school's computer laboratory became an important place for me. I used the computers for learning, but I was equally interested in what happened behind the screen. I watched laboratory personnel install software, connect peripherals and replace components, and I became increasingly curious about how computers were assembled and maintained. I sometimes helped other students and teachers with computer-related tasks, and from JSS3 until graduation I was also among the students who typed our school's yearly magazine. The computer laboratory gave me an environment in which I could learn by observing, experimenting and asking questions.
My access to technology was not always easy. There were opportunities for computer training that I could not take because the cost was beyond what my family could afford at the time, and much of my early exposure depended on school resources and the limited periods when I could use a computer at home. Rather than making the limitation an excuse, it made me more intentional about using whatever opportunities were available to me. I learned by observing others, experimenting with computers in the school laboratory, searching for information and asking questions whenever I had the opportunity.
My academic experiences reinforced this curiosity. I was usually among the strongest students in Mathematics, while Physics interested me because it allowed me to connect mathematical principles to the behaviour of real things. I developed the habit of reading ahead, reviewing what I had learned, taking notes and doing additional exercises. At the same time, I learned that being naturally interested in a subject does not mean that everything will immediately be easy. I struggled with latitude and longitude in Geography, but instead of accepting the difficulty, I studied from three textbooks, worked through exercises and kept returning to the topic until I understood it. I eventually became the only student in my class to pass a particular theory examination on the topic. That experience reinforced a quality that has continued to shape me: when I do not understand something, I do not want to leave it there. I keep working until I find a way through it.
My interest in academic challenges also led me to participate in competitions and represent my school. I represented my school in a Mathematical Association of Nigeria competition (MAN). I also participated in competitions including Olympiad activities and essay competitions. These experiences exposed me to problems that could not always be solved by relying on familiar classroom questions. They challenged me to think under pressure and helped strengthen my willingness to test my ability beyond the normal classroom environment.
My transition from using computers to developing software began in 2024 through Telegram. I started creating Telegram bots with no-code tools and enjoyed the process of turning an idea into something functional. However, I soon discovered that no-code platforms could not do everything I wanted. That limitation became an opportunity to learn rather than a reason to stop. I wanted to understand what was happening underneath the tools and to build beyond their restrictions, so I began learning Python through YouTube and using it to develop my own bots. From there, my interests expanded into backend development and automation. This was an important transition for me because programming changed from something I could use through ready-made tools into something I could understand, modify and create with myself.
The transition was not always comfortable. As I moved into actual programming, there were concepts and lines of code that I could not immediately understand. I made errors, became frustrated and sometimes questioned whether I was progressing quickly enough. However, I kept returning to the problems, breaking them into smaller parts, searching for explanations and practicing until they became clearer. I learned that consistency is not the absence of frustration; it is the decision to continue despite it. This experience has become one of the strongest reasons I believe I can continue growing in a demanding technical field.
I have continued developing my skills through independent learning, online courses and Harvard's CS50x, while exploring areas including backend development, databases, automation, web development and software systems. I have also learned that I enjoy building things more than simply reading about them. I built a basic website for SwiftUS Laundry Service without charging for the work and contributed my technical skills as a volunteer at BAFI (Building Abilities For Impact), an initiative created within my fellowship; collaborated with a creative team to build a website commemorating the fellowship's 10th anniversary. I have also worked on a file-encryption project that became one of the projects I was most proud of because it required me to think about how software could protect information rather than simply display it. I have experimented with bots, backend systems and automation.
These experiences have gradually changed the way I see technology. I am no longer interested only in whether I can make something work. I increasingly want to understand why it works, what limitations it has, how different components interact, and whether there is a better way to solve the underlying problem. This is part of what drew me toward Computer Engineering. My interests have grown from software into the relationship between software, hardware and intelligent systems. I am particularly curious about what becomes possible when computing is connected to physical systems, sensors, connectivity and artificial intelligence.
My development has also involved working with other people. I participated in my school's Computer Club and JET Club. I served as a Health Prefect and Timekeeper. I also helped younger students and classmates with academic and computer-related tasks, and I have taught my younger cousin while preparing for examinations. These experiences helped me become more comfortable taking responsibility, explaining what I know to others and learning through collaboration. They have also shown me that technical ability is more useful when it can be communicated and applied with other people.
My family has also influenced the way I think about learning and the purpose of knowledge. My mother is a nurse, and watching her work with patients has made me more aware of the human problems behind many of the challenges that technology can potentially address. Her willingness to continue learning and serving others has influenced my attitude toward both education and responsibility. My father, who works in the Nigerian Correctional Service, has taught me how to be disciplined, respectful, responsible and the importance of maintaining one's character even when nobody is watching. My older brothers have also influenced me in different ways by encouraging me to develop useful skills, challenge myself academically and remain resilient. These influences have helped shape my belief that ability should be developed through discipline and eventually used for something meaningful.
My interest in AI and Computer Engineering therefore did not begin with a single course or a predetermined career path. It developed gradually from a childhood habit of asking how things work, an enjoyment of mathematical reasoning, exposure to computers, and the satisfaction I found in creating software. The more I learned, the more I became interested in the boundary between software and the physical world. I began to see Computer Engineering as a field that could allow me to understand systems from different levels and eventually create technology rather than only use it.
I am particularly drawn to the challenge of becoming an engineer who can approach unfamiliar problems creatively. I do not want to be limited to reproducing solutions that already exist. I want to understand problems deeply, identify relationships that may not be obvious at first, experiment with different approaches and develop solutions that are genuinely useful. My experiences with mathematics, repairing devices, learning programming and building small projects have all given me different ways of practicing this kind of thinking.
My interest in Korea developed alongside my growing interest in technology. As I learned more about Korea, I became curious about its technological development, companies and digital environment, while also developing an interest in its culture, history and traditions. I began researching the country more seriously and started learning basic Korean independently. What attracts me most is the opportunity to experience a society whose technological development has produced systems and industries that I had previously encountered mainly through a screen. This is why Ajou University's School of AI & Computer Engineering appeals to me. I am attracted to an environment where computing is connected to practical problem solving, technological development and collaboration with industry and research. Ajou's broader computing environment includes work across artificial intelligence, intelligent systems, IoT, networks and other areas of computing, while its College of Computing and Informatics emphasizes creative thinking and practical problem solving. This reflects the kind of engineer I want to become: someone who can look at an unfamiliar problem, understand its underlying structure, think creatively about possible approaches, and eventually create solutions that were not previously available to the people facing that problem.
I believe the experiences that have shaped me have prepared me not because they have made me an expert, but because they have taught me how I learn. I learn by questioning, observing, experimenting, making mistakes and trying again. I have moved from taking apart household devices, to spending hours in a school computer laboratory, to creating bots, learning Python and developing practical software projects. At every stage, my curiosity has led me toward something more difficult, and my persistence has kept me moving when the difficulty became uncomfortable. I now want to carry that same curiosity and consistency into the study of AI and Computer Engineering and continue becoming the kind of person who does not simply accept difficult problems, but works to understand them and create better ways to solve them.
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