When it comes to studying effectively, it is not just about the number of hours you put in. Research has shown that the way you study can significantly impact how well you retain information and how effectively you can apply it in new situations. When we are studying for our end of year exams, we should be using techniques that help us maximise our learning. In this article we explore some new research that debunks so old theories and explores scientifically-backed study techniques can make a world of difference.
Effective Study Techniques Backed by Science
1. Spaced Repetition
Spaced repetition is one of the most effective ways to enhance memory retention. The technique involves spacing out study sessions over time, rather than cramming information all at once. This method takes advantage of the psychological spacing effect, where information is more likely to be transferred to long-term memory if it is reviewed periodically over increasing intervals. This is because, after an initial learning session, the brain begins to forget some of the information. Revisiting it just before it is forgotten strengthens the neural pathways, making it easier to recall later.
Studies have shown that spaced repetition significantly improves retention rates compared to massed practice (cramming). For example, research by Cepeda et al. (2006) found that students who used spaced repetition to study foreign vocabulary retained the words significantly better over longer periods than those who did not use spaced intervals.
For students, incorporating spaced repetition into their study schedules can not only prevent burnout but also ensure better long-term retention of key concepts across subjects.
2. Active Recall and the Generation Effect
Active recall is a method where learners actively test themselves on the material they are studying rather than passively reviewing notes or textbooks. The generation effect, a psychological phenomenon, suggests that the act of trying to recall an answer—even if incorrect—creates stronger memory traces than simply reading or highlighting text. This is because active recall forces the brain to engage in deeper cognitive processing, making the information more memorable.
Research supports this approach: a study by Karpicke and Roediger (2008) demonstrated that students who used active recall (i.e., testing themselves) while studying retained 80% of the information over a week, compared to only 36% for students who relied on passive review methods. This "testing effect" has been shown to be particularly beneficial for complex, higher-order thinking tasks—such as those found in exams—where understanding and application are more critical than rote memorisation.
There is also a "hypercorrection effect" at play here as well, where students are more likely to remember correct answers after being wrong. This occurs because making errors during self-testing creates a cognitive surprise, which enhances the encoding of the correct information when reviewed.
For students, this underscores the importance of quizzing oneself regularly. Students can achieve this with flashcards, or study groups, allowing them to solidify their understanding and correct misconceptions early. Moreover, a great tip we have received from our tutors is that when you begin doing practice papers, you should try and complete it on your own before looking at the answers. However, this is only on the condition that you go back through the exam correcting your work.
💡For more tips about how to use past papers check out own blog called "Why Past Papers Are The Best Way To Study For Exams”
3. Interleaved Practise for Deeper Learning
Interleaved practice is another scientifically backed method that contrasts with blocked practice, where students focus on one type of problem or topic before moving on to the next. In interleaved practice, different types of problems or subjects are mixed together in a single study session. This might feel more challenging and slower than blocked practice, but it has been proven to improve retention and the ability to transfer learning to new contexts.
There has been some research on interleaved practice in middle school math classrooms, where students who used this method outperformed their peers who used blocked practice. The study found that while students in the interleaved practice group reported feeling less confident and made slower progress initially, they performed significantly better on subsequent tests involving new problems. This is because interleaved practice requires learners to identify which strategies apply to different types of problems, thereby building a more generalizable and flexible understanding of the material.
A 2011 study by Rohrer and Taylor showed that students practising interleaved problem-solving in mathematics improved their scores by 43% compared to those who practised in blocks.
For students we recommend incorporating interleaved practice into their study routines. A great way to do this is by completing practice papers. This is because you are getting a variety of different exam-style questions back to back with each other forcing you to switch between topics.
4. Repetition and Familiarity
Repetition and familiarity are foundational elements in effective learning. When students first encounter new information, a significant amount of cognitive effort is spent on grasping basic terms and concepts, which uses up a considerable portion of their working memory. This is particularly prevalent in school environments, where effectively every day (maybe ever hour), students are learning new pieces of information for the first time. In order to convert this new knowledge into your long-term memory, it is imperative that the information is revisited. The first time we learn something, we remember only a fraction of it. But with each review, the rate of forgetting slows down, and the information moves from short-term to long-term memory.
For students, taking your own summary notes, can be a great way to help solidify new information into your long-term memory. The key here is that students actually write their own notes and explain the new information in their own words.
When learning something new, it can be challenging to retain the information, especially if it is disconnected from what you already know. To make learning more effective, one powerful strategy is to create a "semantic network." This involves linking new information to existing knowledge, which helps integrate it into your long-term memory. The semantic network acts like a web of interconnected ideas in your brain.
The more connections a piece of information has, the easier it is to recall because related concepts can trigger each other.
For example, consider a student learning about cellular respiration in biology. If the student already understands the basic principles of chemistry, such as oxidation-reduction reactions (redox reactions), they can link this new biology concept to their existing chemistry knowledge. Cellular respiration involves a series of redox reactions where glucose is oxidised, and oxygen is reduced to produce energy in the form of ATP. By drawing on their prior understanding of how electrons are transferred in redox reactions, the student can create a meaningful connection between biology and chemistry, reinforcing their grasp of both subjects. This interconnectedness not only aids memory retention but also enhances comprehension by showing how different fields of study relate to each other.
There is a very famous technique the "mind palace" technique, which is a powerful mnemonic device that helps individuals remember large amounts of information by associating it with familiar locations. This method is used among memory champions today, and involves visualising a well-known place (like your home or a daily route) and mentally placing vivid, imaginative images that represent the information you want to remember at specific spots within that space.
To recall the information, you mentally walk through your mind palace, visualising each image in order. This technique leverages our brain's natural ability to remember spatial environments, making it easier to retrieve information than traditional rote memorisation.
The mind palace is particularly effective for learning languages and setting memory records. For language learners, associating new vocabulary with familiar locations creates memorable, personalised connections that aid recall. For example, a student might visualise a giant apple (manzana in Spanish) blocking their front door to remember the word.
Memory athletes, like Dominic O'Brien, have used the mind palace to memorise the order of thousands of playing cards, while Joshua Foer used it to win the USA Memory Championship by visualising numbers, poems, and speeches along familiar routes. The success of this technique lies in its use of spatial and visual memory, which are deeply rooted in our brain's evolutionary capacity to remember environments.
Combining Techniques for Maximum Effectiveness
For students, using a combination of these techniques can optimise your study efforts and improve your academic performance. These methods are grounded in scientific research and provide a robust framework for learning that goes beyond memorisation, preparing students to excel not only in exams but also in real-world applications.
By understanding and applying these proven study techniques, students can become more effective learners, better prepared to tackle the challenges of their educational journey and beyond.
You Want to Go Wide Before You Go Deep When Studying
The Problem with Over-Specialisation
Many students get stuck in the trap of narrowly on specific skills early on in the study process, believing that early specialisation will yield better results in exams and later in their careers. This is a common approach in education systems around the world. While this might provide immediate gains, research suggests that this narrow focus can be detrimental to long-term intellectual development and adaptability.
For example, in studies conducted at the United States Air Force Academy, it was found that students who were taught using highly specialised, focused methods—where they were drilled on specific types of problems—performed well on immediate tests but struggled when faced with more advanced or varied challenges in later courses. Their initial high performance came from learning to execute a narrow set of tasks, but this did not translate into a flexible understanding that could be applied to new, more complex problems.
This issue is not confined to academic settings alone. In sports, for instance, early specialisation can limit an athlete's overall development. Young athletes who focus exclusively on one sport may become skilled in specific techniques but lack the versatility needed to adapt to different game situations or positions. This has been observed in soccer, where players who grew up playing futsal—a smaller, indoor version of soccer that emphasises ball control and quick decision-making—often become more adaptable and creative on the full-sized field compared to those who specialised only in traditional soccer from a young age. This versatility can be linked back to their exposure to varied playing conditions and rules, fostering broader skills that transfer well across different contexts.
This learning can definitely be applied to school. When learning new concepts in any subjects, we want to make sure we fully understand the concept so that we feel comfortable when we are tested on the concept in our exams.
The Importance of Breadth in Learning
Research consistently shows that "breadth of training predicts breadth of transfer," which means that the more varied and diverse one's learning experiences are, the more effectively they can apply skills and knowledge in new and unfamiliar situations. The key takeaway is that developing a wide range of cognitive skills and knowledge bases—rather than specialising too early—can provide a stronger foundation for future learning and problem-solving. For students, this means really understanding concepts rather than just wrote learning a definition.
Take, for example, the concept of interleaved practice in education, which involves mixing different types of problems or subjects during study sessions rather than focusing on just one. Studies have shown that students who use interleaved practice, where they switch between different topics (like algebra, geometry, and calculus) within a single study session, are better at applying what they learn to new problems. This is because interleaved practice forces the brain to constantly adapt and retrieve different types of information, strengthening overall cognitive flexibility.
For Australian students preparing for exams, this approach can be particularly beneficial. Rather than dedicating an entire week to a single subject, students could benefit from a study schedule that incorporates several subjects and topics each day. For instance, studying English, followed by a session on biology, and then practising mathematical problems can enhance cognitive connections across different areas. This method not only aids in deeper understanding but also prepares students to tackle a variety of questions and problem types they might face in their exams.
