Memory and learning are often seen as the same thing, but in reality, they are two distinct but interwoven concepts. Memory is the ability to retain and recall information, whereas learning is the ability to coherently organise information and connect it with the things you already know. Effective study techniques train both systems. Here are 4 evidence-based strategies to help improve your grades, and hopefully, reduce exam-time stress.
Beat the Forgetting Curve
Cramming for an exam the night before is a time-honoured tradition for many undergraduate students. Many of us have done it at least once. But evidence shows that it isn’t as good as studying little and often in the weeks leading up to the exam. In the 1880s, psychologist Hermann Ebbinghaus discovered the forgetting curve: we forget 50% of what we learned within 24 hours, and approximately 80% after a month. However, this assumes that there is no studying or relearning. Revisiting the learned information resets the curve. Interestingly, the more we revisit information, the longer we can go before forgetting. Many people have theorised what the best formula is for long-term memory retention; some proposed doubling the time between each review period (1 day – 2 days – 4 days, etc.), while others argued for simpler intervals. The evidence suggests that there is no magic number, as long as each interval gets progressively longer with every repetition.
Spaced repetition is supported by evidence. A 2021 meta-analysis of 242 studies covering nearly 170,000 participants determined that spaced repetition was the most effective study technique across all topics. Spaced repetition can be implemented in many different ways, from a simple calendar to complex software. Most digital flashcard apps implement their own spaced repetition; you review new topics more frequently than older ones.
Make the Information Make Sense to You
We learn through lectures, and as we study, we tend to repeat what was said. But learning needs to go beyond repetition: we need to make the information make sense to us. This can involve elaboration, using different formats, and going beyond what was discussed to make information interesting and relevant to you. Dual coding, where having the same concept in different formats (bullet points, diagrams, mind maps, etc.) can improve understanding and recall.
This is because remembering the same information in two different formats (e.g. audio and visual) results in two separate memory traces. Memory is stored where the original stimuli was processed, so visual memories are stored in the back of our brain, auditory in the side of our brain, and sensory on the top. Multiple memory traces means that you are more likely to trigger one and recall it. Same with elaboration, understanding concepts by making them interesting to you triggers semantic encoding, where you go beyond surface-level understanding to deep processing, improving memory.
Test Yourself
The default study technique we tend to gravitate towards is passive recall. This includes reading, note-taking, and rewriting notes to make them look nicer. However, memory works in three domains: encoding (going in the brain), storage (staying in the brain), and recall (remembering). Passive techniques only train encoding and storage. These are not bad study techniques; they can be great for understanding material, just not the best for remembering. Whereas active techniques train all three domains of memory. The same paper that found that spaced repetition was the best method also concluded that self testing and active recall was a close second. Ways to implement these include taking notes from memory and then filling in the gaps, flashcards, practice questions, or even just explaining a concept to a friend.
Do Not Pull An All-Nighter
Pulling all-nighters during exam season or the night before an exam is often inevitable. It is estimated that less than 10% of students get the recommended 7-9 hours of sleep before an exam. Science shows that not sleeping enough may be the worst thing you could do before your exams. Getting just 6 hours instead of the recommended 7-9 results in impaired cognitive functioning. Sleep is incredibly important for learning and memory; evidence suggests that we consolidate memories into long-term storage during sleep. During sleep, an area of our brain called the hippocampus processes all the new memories we made that day and forms actual physical memory traces!
Final Words
Now, studying is important; we spend a lot of time and money on our degrees, and we want to graduate with the best possible grade. But having fun is also important. Study hard, but also join societies, make friends, or go for nights out. Have fun, learn lots, make mistakes, and enjoy your four years.
For more information on effective study strategies, please visit the resources below:
Donoghue, G. M., & Hattie, J. A. C. (2021). A Meta-Analysis of Ten Learning Techniques. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.581216
Ebbinghaus, H. (1913). Memory, A Contribution to Experimental Psychology. [Online]. Available at: https://archive.org/details/memorycontributi00ebbiuoft/page/14/mode/2up. Accessed: 19 August, 2026.
Estevan, I., Sardi, R., Tejera, A. C., Silva, A., & Tassino, B. (2021). Should I study or should I go (to sleep)? The influence of test schedule on the sleep behavior of undergraduates and its association with performance. PLOS ONE, 16(3), e0247104. https://doi.org/10.1371/journal.pone.0247104.
Kornell, N. (2009). Optimising learning using flashcards: Spacing is more effective than cramming. Applied Cognitive Psychology, 23(9), 1297–1317. https://doi.org/10.1002/acp.1537
Kozanitis, A. & Nenciovici, L. (2022). Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: a meta-analysis. Higher Education, 86(6), 1377–1394. https://doi.org/10.1007/s10734-022-00977-8.
Lutz, N. D., Harkotte, M., & Born, J. (2026). Sleep’s contribution to memory formation. Physiological Reviews, 106(1), 363–483. https://doi.org/10.1152/physrev.00054.2024
Madan, C. R. (2023). Using Evidence-Based Learning Strategies to Improve Medical Education. Medical Science Educator, 33(3), 773–776. https://doi.org/10.1007/s40670-023-01798-9
Murre, J., & Dros, J. (2015). Replication and Analysis of Ebbinghaus’ Forgetting Curve. PLOS ONE, 10(7), e0120644. https://doi.org/10.1371/journal.pone.0120644
Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology/Revue Canadienne de Psychologie, 45(3), 255–287. https://doi.org/10.1037/h0084295.
Saroha, R., Singh, S., Kosvi, M., Ajmera, N., & Grover, P. (2025). Impact of Sleep Deprivation on Cognition and Academic Scores: A Three-Month Longitudinal Study Among Indian Medical Students. Cureus, 17(8), e91044. https://doi.org/10.7759/cureus.91044.
Scullin, M. K. (2018). The Eight Hour Sleep Challenge During Final Exams Week. Teaching of Psychology, 46(1), 55–63. https://doi.org/10.1177/0098628318816142.
Xu, S., Velasco, V., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., et al. (2026). The Impact of Active Learning on Student Course Performance in STEM Varies By Type and Intensity: A Meta-Analysis. Education Sciences, 16(7), 1044. https://doi.org/10.3390/educsci16071044.