Three common study myths busted by a learning expert—and better strategies to use instead

High school and university students often intensify their study sessions as exam periods approach. However, students can inadvertently engage in study habits that may impede rather than enhance their learning. As a learning expert, I will examine three prevalent misconceptions about studying and present alternative strategies to improve learning outcomes, including exam performance.

A widely practiced study method involves rereading textbooks and course materials. In a 2018 study aggregating five surveys of university students and adults in the United States, it was found that 78% of participants utilized rereading as a study technique. Additionally, over half of these participants also highlighted or underlined crucial sections of their notes.

Despite its popularity, research indicates that the advantages of rereading are restricted. This is due to its passive nature, which typically does not significantly augment knowledge acquired from the initial reading. However, this does not imply that rereading is inherently problematic or should be entirely avoided; rather, it may not always be the most efficient use of time.

If you wish to reread material, research suggests spacing out repeated readings over several days rather than cramming them into a single study session. Furthermore, it is beneficial to intersperse rereading with other active learning strategies outlined later in this article.

When evaluating our understanding of a topic, our judgments are frequently based on familiarity and ease of comprehension. For instance, it's easy to feel confident about a specific subject when the material is readily accessible and has been repeatedly encountered. However, this high confidence may not accurately reflect performance during the pressure of a timed exam in a different setting without notes, books, or devices.

To mitigate this overconfidence, it can be beneficial to simulate exam-like conditions during study sessions. This could involve answering practice questions similar to those expected on the exam without relying on notes or devices. This approach provides a more accurate gauge of learning and areas requiring improvement, enabling targeted study efforts.

Another misconception is that the primary objective of studying is to absorb as much information as possible. While this aspect is crucial, it is equally important to be able to recall the information during an exam or assessment. To practice recalling information from memory, consider the following techniques:

1. When reading a text, regularly ask yourself "why" to establish connections between new information and prior knowledge. For example, while reading a history text about World War II, if you encounter the fact that Germany invaded Poland, you might ponder, "Why is this fact true?" or "Why does this make sense?" By mentally questioning "why," you activate previous learning (such as the fact that Germany lost territory in World War I) and integrate the new information with existing knowledge, making it more retrievable in the future.

2. Another effective method is self-explanation, which involves explaining the information you are studying to yourself as if you were explaining it to someone with no prior knowledge of the topic. For instance, while reading about the circulatory system in the human body, you could explain to yourself each component, its function, and how it relates to other components or the system as a whole.

This technique aids in connecting new information to existing learning and filling gaps in knowledge, often leading to a richer and more easily retrievable knowledge construction.

While these learning strategies have been discussed within the context of exam preparation, they are applicable to individuals of all ages learning new information. The article was originally published in The Conversation under a Creative Commons license and can be accessed for further reading.