{
  "id": 4804207,
  "title": "Three common study myths busted by a learning expert – and better strategies to use instead",
  "url": "https://urgent.news/2026/09/01/three-common-study-myths-busted-by-a-learning-expert-and-better",
  "topic": "world",
  "section": "World",
  "published": "2026-09-01T06:01:14.000Z",
  "source": {
    "name": "The Conversation AU",
    "slug": "the-conversation-au",
    "url": "https://theconversation.com/three-common-study-myths-busted-by-a-learning-expert-and-better-strategies-to-use-instead-288392"
  },
  "original_language": "en",
  "account": "As high school and university students prepare for exams, many find themselves caught in common study pitfalls that can undermine their learning. Research suggests that three prevalent misconceptions about studying can hinder rather than help academic success. Here, a learning expert debunks these myths and offers effective strategies to boost learning and exam performance.\n\nMyth 1: Rereading textbooks and notes is the optimal study method. Despite its popularity, research indicates rereading material alone is limited in its benefits. It is a passive study technique that doesn't significantly enhance knowledge acquisition. Instead of relying solely on rereading, students should space out their reading sessions over several days. Additionally, interspersing rereading with active learning strategies can enhance comprehension and retention.\n\nMyth 2: Feeling confident about course material guarantees exam success. Overconfidence often stems from the ease of comprehending familiar material. However, exam settings present different challenges, such as limited resources and time pressure. To avoid overestimating one's abilities, students should simulate exam conditions during study. Practicing with mock questions without references to notes or devices can provide a more realistic assessment of preparedness. This approach allows students to pinpoint areas requiring improvement and allocate study time more effectively.\n\nMyth 3: The primary goal of studying is to accumulate information in the brain. While retaining information is crucial, students often overlook the importance of being able to retrieve that information during exams. Active recall is a more effective learning strategy than passive memorization. Techniques such as completing practice quizzes with flashcards, answering end-of-chapter questions, and regularly recalling key ideas enhance memory retention. Furthermore, employing mnemonic devices and creating connections between new information and existing knowledge can improve recall during assessments.\n\nBy dispelling these common study myths and adopting active learning strategies, students can optimize their learning process and improve their exam performance. These methods are not limited to academic settings but can benefit learners of all ages when acquiring new information.",
  "summary": "High school and uni students may wonder how best to prepare for upcoming exams. Here’s how they can use their time wisely.",
  "key_points": [],
  "editors_take": null,
  "illustration": null,
  "coverage": {
    "outlets": 1,
    "also_reported_by": []
  },
  "ai_generated": true,
  "disclaimer": "Summaries, key points and the editor’s take are written by software from other outlets’ reporting and may contain errors — always check the linked original."
}