Student Spotlight | Student Testimonies & Case Studies
For Esther Ulasi Ebube, learning data analytics has meant more than becoming familiar with new software. It has changed how she approaches information, manages competing responsibilities and thinks about decisions in her business.
Her journey has involved balancing a job, a master’s programme in Business Management, business ownership and physical data analytics classes at Mita School in Uyo, Akwa Ibom. Finding time for all of these responsibilities has not always been easy. But through the demands of work, assignments and lessons, she has begun to see the value of the skills she is developing.
“Studying Data Analytics has changed the way I interpret information. I just don’t make decisions anyhow.”
In October 2026, Esther was in the final month of Mita School’s six-month Data Analysis programme. During her interview, recorded on 16 October 2026, she reflected on why she chose the course, the support she received from her tutors and the progress she had made with Excel, Power BI, Python, SQL and Tableau.
She also spoke openly about what still needed work: practising consistently, gaining more experience and finding opportunities to apply her skills beyond the classroom.
This is her story—not of an overnight career change, but of a student building on her background, making room for learning and discovering how data can become useful in her everyday decisions.
A passion for finance—and a reason to understand data better
Esther’s interest in data analytics did not begin in isolation. It grew out of a subject she had cared about for years.
“Growing up, I’ve always had a passion for finance, which made me study Banking and Finance.”
Studying Banking and Finance gave that interest an academic foundation. Later, as she began her master’s programme in Business Management, she encountered another reason to strengthen her analytical skills.
Dashboards and analysis were becoming part of her studies, and she wanted to understand them better.
“After studying Banking and Finance, I started my master’s in Business Management, which has to do with a lot of dashboards and analysis. That’s why I decided to study Data Analytics.”
For Esther, the aim was not simply to add another qualification to her name. She wanted practical knowledge she could use in her studies, her work and her business: how to work with data, create dashboards and interpret information before making decisions.
Learning data analytics was therefore a way to build on her existing interests rather than abandon them. Her finance background had shaped the questions she cared about; her postgraduate studies were helping her recognise where stronger data skills could be useful.
Why she wanted physical classes after an online course
Before joining Mita School, Esther had already completed a two-month online course in data analytics.
That experience was a starting point, but she wanted to continue learning in an environment where she could ask questions directly and receive explanations from a tutor.
“Actually, I’ve done a two-month online course in Data Analytics, but I needed a place that would make me better, where I could learn more physically so that I’d be able to ask questions and ask my tutor questions.”
What she was looking for was specific: more interaction.
She wanted somewhere she could bring a question, work through a difficulty and ask for clarification when a lesson did not immediately make sense. For her next stage of learning, being able to speak with a tutor in person mattered.
Her decision was not about dismissing the online course she had taken. It was about recognising what she needed to progress beyond that introduction.
That distinction is an important part of her story. Esther had already made the effort to start learning. Now, she was looking for the support and learning environment that would help her continue.
How she found Mita School
A colleague introduced Esther to Mita School. Rather than enrolling immediately on the strength of that recommendation alone, she decided to find out more.
“One of my colleagues introduced me to Mita School, and I did my findings.”
The recommendation gave her somewhere to begin her search. Her own research helped her decide to take the next step.
She was looking for a tech school where she could learn physically, develop practical skills and have access to tutors who could answer her questions. Those priorities shaped her decision to join Mita School.
Reflecting on the experience during her interview, she expressed her personal assessment enthusiastically:
“So far, I think I can say that Mita School is the best.”
The clearest explanation for that opinion came in what she said next about her tutors and the support she received while trying to balance classes with work.
Learning after work: the challenge behind the progress
For Esther, enrolling did not make her other responsibilities disappear.
She still had a job to attend to, postgraduate studies to continue and a business to think about. Adding physical classes meant finding the time and energy to keep learning alongside those commitments.
One of the most demanding parts was getting from work to class.
“It has not been easy because I’m working alongside studying at Mita School. It has not been easy rushing down to Mita School after work.”
Her account gives an honest picture of what learning alongside employment can involve. There were days when arriving on time was difficult, and there were several demands competing for her attention.
What made a difference was how her tutors responded when she needed help.
“But I have wonderful tutors willing to explain things better. Even sometimes when I come late, my tutor goes back to teach me the things I’ve missed.”
That support addressed one of the main reasons she had wanted physical classes in the first place. She could ask questions, receive further explanation and revisit material she had not fully understood or had missed.
In her written account, Esther also emphasised how much it meant to know that help was available when she did not understand something. That opportunity to ask and learn made the experience worthwhile despite the pressure of her schedule.
Her description of the experience held both realities together:
“So, it has been wonderful, although stressful, but it has been a very, very wonderful time at Mita School.”
The stress was real. So was the support.
The people behind the learning experience
When Esther spoke about what she valued at Mita School, she did not focus only on the names of the tools covered in class. She spoke about the people helping her understand them.
Her tutors’ willingness to explain, revisit lessons and respond to questions gave her a way to keep learning when her schedule became demanding.
For Esther, this was the human side of the school’s learning environment: having someone to turn to rather than allowing an unanswered question to become a lasting gap in her understanding.
It also helps explain what she had been seeking when she moved from an introductory online course to physical training. Being in a classroom mattered because of the interaction it made possible.
Her experience offers a concrete view of support within the Mita School community. In her case, that support showed up in the teaching itself—in explanations, questions and the time taken to help her work through what she had missed.
From limited Excel knowledge to VLOOKUP and dashboards
One of Esther’s clearest examples of progress was Excel.
Before joining Mita School, she described her knowledge of the tool as very limited. By the time of her interview, she could identify things she had learnt to do.
“Before coming to Mita School, I can say I knew very, very little about Excel, but now I can do VLOOKUP and a lot of other things.”
That comparison makes her progress tangible. She was not simply saying that she had attended classes; she could point to a specific function she had learnt to use.
She also described being able to create dashboards.
For someone whose Business Management studies involved dashboards and analysis, this connected directly with one of her reasons for enrolling. She wanted to understand the information she was encountering and become more capable of working with it herself.
Her written account describes the encouragement she felt in recognising the difference between what she knew at the beginning and what she was learning to do. She also acknowledged that there was more to learn, but that she now had a stronger foundation to build on.
That combination—recognising progress while remaining open to further learning—runs throughout her story.
Building familiarity with Power BI, Python, SQL and Tableau
Excel was only part of Esther’s learning experience.
During the interview, she also named Power BI, Python, SQL and Tableau among the tools she had been learning to use.
“I can create dashboards and even use Power BI and Python. I’ve always heard about Python, but now I can use Python, then SQL and Tableau.”
Python stood out in her account because it had previously been something she mainly knew by name. Learning it moved her beyond simply hearing other people talk about the tool.
For Esther, the significance was practical: she was beginning to use things that had once felt unfamiliar.
Across these tools, her aim remained the same. She wanted to understand how to work with information and apply what she learnt to useful tasks—not just become familiar with software names.
As she approached the end of the six-month programme, she was also thinking about how to keep those skills active. The next challenge was to practise often enough that what she learnt in class became something she could use with increasing confidence.
Learning to manage deadlines, not just data
The demands of the programme affected more than Esther’s technical knowledge.
Work, her master’s programme and her tech classes each came with responsibilities. Keeping up meant paying attention to assignments, organising her time and recognising when several deadlines were approaching.
“Since I started Data Analytics at Mita School, it has helped me a lot. It’s improved me because I had to juggle my work, my school programme, and my tech classes. I know that I have lots of deadlines and assignments to meet.”
She described the experience as helping her become more deliberate about how she managed those demands.
“So, it has also helped me to multitask, reduce procrastination, and meet deadlines.”
In her written reflections, Esther connected this with becoming more disciplined and learning to manage different responsibilities. The habits she was developing were useful beyond her data analytics lessons.
That is another part of the progress she wanted to share. Learning a new skill required her to create space for it, keep up with assignments and continue showing up even when her schedule was difficult.
She was learning how to manage the commitment as well as the course content.
How data analytics is changing her business decisions
For Esther, one of the most meaningful changes was in how she approached information.
As a business owner, she could see a reason to use analytical thinking beyond her studies. She wanted her decisions to be informed by the facts available to her.
“As someone who also owns a business, I have to look at facts and the data presented to me before making decisions.”
This connects her technical learning with a broader purpose. Excel, dashboards and other tools matter to her because of what they can help her understand.
Her written account expands on that point: she wants to examine the information in front of her rather than make a decision simply because something feels right. She also hopes that, over time, her skills will become increasingly useful in managing her business and helping other businesses understand their data.
The change she describes is therefore not only about what she can do on a computer. It is also about the questions she brings to a decision.
What information is available? What do the facts show? How should that information influence the next step?
Her training is encouraging her to give those questions more attention.
The challenge she is still working on: putting learning into practice
Esther was open about the part of the journey she still found difficult.
“The most challenging part of learning Data Analytics has been putting into practice what I’ve learned.”
Understanding something during a lesson was one step. Finding enough opportunities to use it consistently was another.
She recognised that skills needed continued attention.
“If you are learning something and you’re not putting it into practice over time, there’s that tendency for you to forget what you’ve learned.”
This concern was not separate from her progress; it grew out of it. Having learnt new tools, she wanted to make sure she continued using them.
In her written account, she described wanting to become more confident with data, handle real tasks and apply what she knew in different situations. Her goal was to move beyond learning the tools towards using them to solve actual problems.
That is why practical experience had become a priority for her next stage.
Looking towards internships and helping other businesses
At the time of her interview, Esther was considering internship applications as a way to keep developing her skills.
“So, I’m looking at applying for internships to be able to continue putting what I’ve learned in Data Analytics into practice, help my business, and, in the future, use my skills to help other businesses make better-informed decisions.”
Her plans bring together the different parts of her journey.
She wants to continue practising so that her skills become stronger. She wants to apply what she knows in her own business. And she hopes to use that experience to support other businesses in making better-informed decisions.
For Esther, an internship represents an opportunity to keep learning through practical work. It is a next step she is pursuing, rather than an outcome she has already completed.
Her ambition is to build on the foundation she has developed and become more capable of using data in situations where decisions need to be made.
“Stop procrastinating”: her advice to someone considering a tech course
When asked what she would say to someone thinking about learning a tech skill, Esther’s advice was direct.
“My advice is: stop procrastinating. I think that if you pay for that course, the sky will be your starting point.”
Her encouragement comes from someone who understands that starting does not mean having a completely clear schedule or an effortless journey.
She began while managing other responsibilities. She has had to rush from work to class, meet deadlines, ask for explanations and make time to practise.
In her written account, she also reflected on how easy it can be to spend so much time wondering whether to begin that the first step never happens. Her message was to choose a skill of interest, commit to learning and give yourself the opportunity to grow.
Her own experience gives that advice context. Starting has not removed the need for effort, but it has given her progress she can recognise and a direction she wants to continue pursuing.
A learning journey that is still moving forward
Esther’s story is not finished.
Her passion for finance led her to Banking and Finance. Her Business Management studies helped her recognise the value of stronger analytical skills. An introductory online course gave her a starting point, and her search for more direct teaching support brought her to Mita School.
By the final month of her six-month programme, she could describe progress with Excel, dashboards, Power BI, Python, SQL and Tableau. She could also describe changes in how she approached deadlines and business information.
Just as importantly, she knew what she wanted to work on next: more practice, practical experience and opportunities to use her skills in meaningful ways.
For someone considering data analytics training in Uyo, her account offers a view of both sides of the experience. There is the effort involved in learning—the assignments, the questions and the need to practise. There is also the value of having tutors to turn to and being able to recognise progress over time.
Esther is continuing to build on that progress, with her own business and future opportunities in mind.
Thinking about learning data analytics at Mita School?
Perhaps, like Esther, you want to build on your academic background, develop new skills alongside your job or understand the information in your business more clearly.
You may already have taken an introductory course and now be looking for more direct support. Or you may be considering your first step into data analytics and wondering how it could fit around your responsibilities.
Start by discussing your goals with Mita School’s admissions team. Ask about the Data Analysis programme, the tools covered, available class times, current fees and the next intake.
Bring your questions about your starting level and the time you can commit. Understanding those details will help you plan your learning before you enrol.
This Student Spotlight is based on Esther Ulasi Ebube’s interview with Mita School, recorded on 16 October 2026, together with the accompanying written account. It is published with her approval. Her programme status, learning progress and future plans reflect the information confirmed in October 2026.
