When deadlines are looming and exams are around the corner, it’s easy to fall into the cycle of highlighting, re-reading, and hoping it sticks. But effective revision doesn’t have to mean long nights and endless pages of notes. Research in cognitive psychology shows that how you revise is far more important than how much you revise.
Teach to Learn
One of the most underrated revision techniques is also one of the most powerful: teaching.
When you try to explain a topic out loud, even if it’s just to yourself, you’re forcing your brain to actively retrieve, organise, and simplify the information. This method, often called the Feynman Technique, helps you understand concepts more deeply and highlights any gaps in your knowledge [1].
It doesn’t need to be formal. Talk to a course mate, record a voice note, or write out a short summary in plain language. If you can explain it clearly, you’ve probably learned it well.
Practice Active Recall
Most of us default to passive methods like re-reading or highlighting, but these give us a false sense of confidence. You recognise the material, but that’s not the same as remembering it.
Active recall flips this around by asking you to retrieve information without prompts. Cover your notes and write down what you remember. Create flashcards. Quiz yourself. It might feel harder, but that’s exactly why it works. The effort is what strengthens the memory.
Studies show active recall is one of the most effective ways to embed information into long-term memory, especially when paired with feedback or self-correction [2].
Use Spaced Repetition
Cramming the night before an exam might help with short-term recall, but it doesn’t support long-term learning. Instead, try spreading your revision out across days or weeks. This technique is known as spaced repetition.
Each time you revisit a topic after a gap, your brain has to work harder to recall it. That effort helps the material stick. You can use apps like Anki or Quizlet to automate this process, or plan a revision schedule using a spreadsheet or calendar [3].
Start using past papers early
Many students wait until just before the exam to look at past papers. But using them earlier in the revision process can be even more valuable.
Past papers help you become familiar with the format and language of exam questions. They also highlight recurring topics, which allows you to focus your revision more strategically. Practising under timed conditions can also improve your confidence and exam technique [4].
Change your study environment
Where you study can affect how well you retain information. Studying in the same place every day can create a dependency on environmental cues. If your exam setting feels different, it may affect recall.
Research suggests that changing your study environment occasionally can help build stronger and more flexible memory cues. Try revising in the library, a different room at home, or even a quiet café. A small change in surroundings can help improve concentration and recall [5].
Final Thought
Effective revision doesn’t require long hours or complicated routines. Instead, it depends on using techniques that are aligned with how memory and learning actually work.
Start by choosing one or two of these strategies and building them into your routine. Focus on consistency over intensity. The goal is to study in a way that helps you understand, retain, and apply information confidently when it matters most.
References
- Fiorella, L. & Mayer, R.E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38(4), pp.281–288.
https://doi.org/10.1016/j.cedpsych.2013.06.001 - Roediger, H.L. & Butler, A.C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), pp.20–27.
https://doi.org/10.1016/j.tics.2010.09.003 - Cepeda, N.J., Pashler, H., Vul, E., Wixted, J.T. & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), pp.354–380.
https://doi.org/10.1037/0033-2909.132.3.354 - Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J. & Willingham, D.T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), pp.4–58.
https://doi.org/10.1177/1529100612453266 - Smith, S.M. & Rothkopf, E.Z. (1984). Contextual enrichment and distribution of practice in the classroom. Cognition and Instruction, 1(3), pp.341–358.
https://www.jstor.org/stable/3233553
