In the bustling halls of Usmanu Danfodiyo University, Sokoto (UDUS), where examination pressures can make or break academic futures, one student’s initiative is turning the tide against poor grades.
Ibrahim Sahabi Zaga, a 500-level Veterinary Medicine student, has become an unlikely hero by compiling and sharing past exam questions, a simple yet powerful tool that’s helping hundreds of peers prepare more effectively and boost their performance.
The problem at UDUS, like many universities, is familiar: students often dive straight into lecture notes without realizing that examination questions frequently recycle from previous years. This oversight can lead to underwhelming results, as Zaga himself discovered early in his academic journey.
As a freshman studying Mathematics, he focused solely on his notes, only to bomb his Continuous Assessment (CA) after realizing the questions were pulled directly from past papers.
“I performed poorly and felt bad because I didn’t know earlier,” Zaga recalls.
That regret sparked a personal pivot; he vowed to prioritize past questions in his study routine, and his grades improved dramatically as he noticed most exam content repeated from them.
But Zaga didn’t stop at self-improvement. Recognizing the broader struggle among classmates, he expanded his efforts into a campus-wide resource.
Admitted in 2022 as one of the few from Kebbi State in the department of Veterinary Medicine, Zaga quickly formed study groups with students from various departments.
Leveraging his typing skills, he digitized past questions and shared them freely. What began as a group aid has snowballed into a university staple.
Now known as “IB Zaga,” he’s the go-to name during exam seasons, with requests like “Please send me Zaga’s past questions; I want to go through them before reading this material” echoing across departments.
The impact is evident in student anecdotes and campus buzz. A new student once mistook Zaga for a lecturer, asking, “Which lecturer is called Zaga? Why does everyone mention his name?”
Such stories highlight how his compilations have democratized access to effective study tools, leveling the playing field for underprepared students. By focusing on past questions first, peers report better anticipation of exam patterns, reduced anxiety, and higher scores, without the need for expensive tutoring or cramming sessions.
Zaga’s approach embodies solution journalism’s core: addressing a systemic issue with a grassroots fix. He emphasizes that his work isn’t about shortcuts but smart preparation.
“Never leave behind a legacy that will bring shame to you or your family in the future. Whatever you do, do it with the intention of benefiting others and adding value to those around you,” he says, explaining his motivation.
Importantly, he urges users to pair his resources with updated lecture notes, as curricula evolve. And despite rumors, Zaga insists there’s no financial gain involved, stressing that it is purely about collective success.
This model could inspire similar initiatives elsewhere.
At UDUS, Zaga’s efforts foster a culture of collaboration, proving that one student’s insight can ripple into widespread academic uplift. For universities grappling with grade disparities, encouraging peer-led resource sharing might be a low-cost, high-reward strategy.
As Zaga nears graduation, his legacy is already clear: not just better grades, but a community empowered to help itself.
