Grades Over Passion: The Academic Gamble of Course Borrowing

Agnes Oyedokun

*Gaius, a 100-level student from the Faculty of Education wants to register his courses for the session, he goes to meet one of his seniors who told him that he should focus on borrowing courses from departments that he knows he can get high scores and he should leave his passion for now. 

In the university setting, dreams and ambitions overlay with academic pressures. Students choose to borrow courses from departments for perceived high grades and not out of interest or passion. This trend raises important questions about the value students place on their education: Are they prioritizing grades over genuine learning and passion? And can they blamed for doing so?

For a student like *Ade from the Faculty of Science, the temptation to secure higher grades can be irresistible. He said, “I will definitely borrow courses I am sure I might get high scores and probably attend classes of courses I am passionate about without registering them to be on the safe side.” 

In a highly competitive academic environment, where grades often determine scholarships, internships, and even job opportunities, it’s no wonder that some students are seeking out courses that are reputedly easier or offer more generous grading.

However, this pursuit of the ‘easy A’ comes at a cost. When students choose courses for the sake of grades rather than genuine interest, they may miss out on the opportunity to explore their true passions. There is a difference between studying a subject because you love it and studying it just to pass an exam.

The implications of choosing grades over passion extend beyond the university. When students graduate and enter the workforce, they may find themselves in careers that don’t align with their true interests or talents. Rachael from the Faculty of Arts said, “I’d borrow a course because I’m passionate about it. This is because it’s something I would really love to do or study, thereby the driving force to really put in my best and in the end excelling.”

Students who prioritize grades over passion may find themselves excelling in the short term but lacking the fulfillment and motivation that comes from engaging with a subject they truly care about. In the long run, this can lead to burnout, dissatisfaction, and even regret as they realize they’ve missed out on the chance to pursue what they really love.

This misalignment can lead to a lack of career satisfaction and a sense of being unfulfilled, as individuals may realize that they have spent years chasing grades rather than following their passions. In contrast, those who pursue their genuine interests, even at the expense of a perfect GPA, might feel more motivated, engaged, and ultimately successful in their chosen fields

Of course, grades are important. They are a measure of academic achievement and can open doors to opportunities that might otherwise be closed but they shouldn’t be the sole factor guiding students’ choices. Striking a balance between academic performance and passion is crucial. This means selecting courses that not only contribute to a strong GPA but also align with personal interests and long-term goals.

John from the Faculty of Arts said, “Usually, I borrow courses based on their connection with my main course of study. I have had to take courses in the past because I desired to improve in aspect which they dealt with. At least I remembered taking a writing course from CLA sometimes ago. But sincerely, while passion or interest often drives one to want to want to consider specific course, there are quite a number of factors one still need to consider: say, how many of your coursemate are offering the course —you know, just in case of examination clash it wouldn’t be an individual battle to settle such.

I’ve had to also take courses based on potential high score actually. I remember taking certain RES and CLC courses. It was just me following popular opinion.”

Students borrowing courses just for the sake of grades is a feature of the high-pressure perfectionistic society that seems to expect so much from them. Amidst the pressure, it is important to note that education is not just a means to an end but an opportunity for knowledge and to become the better versions of ourselves. 

*Editor’s Note: Names marked with an asterisk have been changed for anonymity purpose.