From Struggling to Understand Data to Presenting Her Own Project: Mary’s Journey at Mita School

Understanding data is one thing. Knowing how to interpret it, identify patterns and explain what it means is another. For Mary, learning data analytics at Mita School meant working through both challenges while gradually developing the confidence to communicate what she had learnt.

During her six months of training, one of the projects she worked on focused on loan data analysis. The project explored the difference between good and bad loans, examining repayment behaviour and the factors a financial institution should consider before granting a loan to an applicant.

But beyond the technical knowledge she gained, Mary discovered something else about herself. She became more comfortable explaining her ideas, discussing her work and presenting in front of a camera.

For someone who had previously struggled with that kind of confidence, it was a meaningful part of her learning experience.

Finding Her Feet in Data Analytics

Mary’s experience at Mita School was one of learning, practice and personal development. As a Data Analytics student, she had to engage with concepts that required more than simply following instructions.

One of the areas she highlighted was understanding datasets. Before any meaningful analysis can take place, an analyst needs to understand the information available, recognise what it represents and determine how different pieces of information relate to one another.

For Mary, this was not always straightforward.

She explained that understanding a dataset, interpreting the information and making sense of what a project is about could be difficult. It required patience, concentration and a willingness to revisit concepts until they became clearer.

Her experience reflects an important part of learning data analytics: the process involves more than learning how to work with data. It also requires developing the ability to ask questions, understand the information being presented and explain the findings.

Rather than pretending that everything came easily, Mary acknowledged the effort involved in getting to grips with the subject.

Putting Data Analytics into Practice Through Loan Data Analysis

One of the highlights of Mary’s training was her project on loan data analysis.

The project examined loan records and the distinction between good loans and bad loans. In her explanation, good loans were those collected by applicants who were able to repay within the appropriate period.

Bad loans, on the other hand, involved applicants who received loans but were unable to repay them.

This distinction formed the basis of her analysis and helped her explore an important issue within lending: how financial institutions can assess applicants before deciding whether to grant them loans.

“My project was all about loan data analysis. It shows the good loans, which are the loans that were collected by an applicant, and they were able to refund it in the appropriate duration.”

The project also considered factors that a lending organisation should examine before issuing a loan.

This gave Mary an opportunity to work with a practical subject and explore how data can provide information that supports decision-making.

For financial institutions, understanding repayment patterns and identifying possible risks are important considerations. Loan data can help reveal patterns in repayment behaviour and provide information that may support lending decisions.

Through her project, Mary explored how data analysis could be applied to a real-world financial context.

It was an opportunity to move beyond simply learning concepts and begin explaining how information could be interpreted and used.

Learning Through Difficulties and Asking Questions

Mary was also open about the challenges she encountered during her training.

Working with datasets and understanding the different stages of analysis required considerable effort. There were moments when she did not immediately understand what was being taught, and she sometimes needed additional explanations before she could fully grasp a concept.

Rather than allowing those moments to stop her, she made an effort to ask questions and seek clarification.

She described how she would sometimes call her tutor’s attention back when an explanation was not clear enough. According to her, the tutor was patient and willing to explain things again in a way she could understand.

“A lot of things at times I don’t understand what he’s actually saying, but I’ll call him back. I’ll draw back his attention and he’s very gentle and he really explained everything down to my understanding.”

This was an important part of her experience because learning a technical subject often involves encountering concepts that take time to understand.

For Mary, being able to ask questions and receive further explanations helped her work through those difficulties.

She also recalled instances when her computer developed problems during training. On those occasions, her tutor helped her fix the system so she could continue working.

These experiences formed part of the practical learning environment she appreciated at Mita School.

Her testimony highlights the importance of having an environment where students can seek assistance, ask questions and receive guidance when they encounter difficulties.

Six Months of Learning, Practice and Persistence

Mary described her training journey as challenging, particularly because of the amount of effort required to understand and apply what she was learning.

Six months of training meant committing time and attention to developing new skills. It also required taking responsibility for her own progress.

Reflecting on the experience, she acknowledged that the journey had not been easy.

“I’m very proud because it has not been an easy journey though.”

Her statement captures an important aspect of her experience. The progress she made was not simply a result of attending classes. It involved personal effort, patience and a willingness to keep learning even when certain topics became difficult.

She also recognised that students have responsibilities beyond what happens during lessons.

For her, one of the most important lessons from the training was the need to dedicate additional time to studying independently.

“One thing you need to know is that you have to put all your attention in what you’re being taught.”

She went further to explain that students should not depend entirely on their tutors to understand everything.

“You should give yourself an extra time of study because your teacher cannot handle 100% of everything for you.”

This was one of the key lessons she took away from her experience. While tutors provide direction and explanations, students also need to take ownership of their learning.

Revisiting lessons, practising independently and spending additional time understanding difficult concepts can make a difference in how well students grasp what they are being taught.

For Mary, that balance between classroom learning and personal study was essential to her progress.

Beyond Technical Skills: Becoming More Confident

One of the most interesting parts of Mary’s testimony was her reflection on how the training influenced her confidence.

Before her experience at Mita School, she did not consider herself someone who was comfortable speaking in front of a camera.

Presenting ideas, explaining herself and discussing her work publicly were not things she found particularly easy.

However, as she progressed through her training, she began to become more comfortable with these activities.

“I’m not this kind of person that can really face camera like this to talk and express.”

She explained that being at Mita School had helped her develop the confidence to face the camera, speak and explain what her project was about.

This was particularly evident during her student testimony, where she spoke about her learning experience and described the work she had completed.

For Mary, the ability to communicate what she had learnt became another meaningful outcome of her training.

In data analytics, technical knowledge is important, but the ability to communicate findings is equally valuable. An analyst may work with large amounts of information, identify patterns and draw conclusions, but those findings become more useful when they can be explained clearly to others.

Mary’s growing confidence in presenting her work was therefore an important part of her development.

It showed that her learning experience extended beyond understanding datasets and completing an analysis project. She was also becoming more comfortable sharing her ideas and explaining her work.

Giving Credit to the People Who Supported Her Journey

When reflecting on her experience, Mary was quick to acknowledge the support she received during training.

She appreciated the patience of her tutor, particularly when she needed difficult concepts explained more than once.

She also recognised the practical assistance she received when her computer developed problems during lessons.

For her, these moments contributed to making the learning experience more manageable.

She expressed her appreciation for Mita School and the people who supported her throughout the process.

However, she was equally careful to recognise her own contribution.

“All thanks to God and all thanks to me too for trying my best in everything here.”

It is a simple statement, but it reflects an important part of her journey. Support and guidance played a role, but she also had to put in the work herself.

Her experience demonstrates the relationship between instruction, personal commitment and consistent practice in learning a new technical skill.

Her Advice to Anyone Learning Data Analytics

Looking back on her six months of training, Mary had a clear message for anyone considering learning data analytics.

Her advice centred on attention, commitment and independent study.

She believes students should take their lessons seriously, pay attention to what their tutors teach and make time to study outside scheduled classes.

She also emphasised that learning a technical skill requires patience. Not every concept will make sense immediately, and students should be willing to ask questions whenever they need clarification.

Her experience is a reminder that learning does not end when a lesson is over. The time students invest in practising, revisiting difficult topics and understanding their projects contributes significantly to their development.

For someone beginning a journey in data analytics, this is an important lesson to carry along.

A Journey Worth Recognising

Mary’s experience at Mita School was shaped by learning new concepts, working through technical difficulties, completing a loan data analysis project and developing confidence in presenting her work.

Her story is not about a journey without challenges. It is about recognising those challenges, putting in the effort and appreciating the progress made along the way.

From struggling to understand datasets to explaining the purpose of her project in front of a camera, her testimony offers a glimpse into what her six months of training meant to her.

As she reflected on the experience, she made sure to acknowledge both the support she received and the effort she contributed.

For anyone considering a career in data analytics, Mary’s journey offers a practical reminder: learning takes commitment, understanding takes practice, and progress often comes from being willing to ask questions and put in extra effort.