How to Convince Students to Use the "Right" Strategies to Memorize Academic Material

Contents:

• How students were shown a new preparation strategy and what came of it
• How the first exam influenced students' use of the new strategy
• What these two experiments say

Many students use simple methods to memorize educational material before classes and exams. These methods include rereading textbook chapters multiple times, writing down key points, and highlighting them with highlighters or pencil in your textbook and notes. However, research shows that these common approaches are the least effective for long-term retention. John Dulonsky, an American psychologist at the University of Kent, and his colleagues analyzed ten common memorization strategies and rated their effectiveness based on scientific evidence. Three levels of usefulness were identified for these methods.

For better learning outcomes, consider more effective approaches such as active retrieval, interleaving, and the use of mnemonic techniques. These strategies promote deep learning and help you prepare for exams.

• Strategies with low usefulness include note-taking, color-coded markings, mnemonic devices, rereading, and using images to memorize text (doodles are likely to be among these techniques). The strategies listed aren't useless; they're just effective for a very limited group of people.
• Average-benefit strategies: clarification, self-explanation, and interleaving. John Dulonsky believes these techniques have much more promise, and some will yet prove highly effective. The problem is that there are still gaps in the research on them. For example, even if a number of studies demonstrate the benefits of a particular strategy, there's no data on how long-lasting its effects will be—in this case, it's impossible to definitively say that the strategy is truly effective for most students.
• High-benefit strategies: testing (including self-testing) and time management. These practices can help both children and adults, show excellent results, and their use has already been well studied.

Most students use memorization methods that, according to experts, are not the most effective. At the same time, they are rarely aware of strategies that actually work. What happens if you tell them about the most effective memorization methods? Will they use these new approaches instead of their usual ones? Georgia Southern University professor Trent W. Maurer conducted experiments that showed that convincing students to use the "right" memorization strategies is not so easy.

How students were shown a new study strategy and what came of it

In 2021, Maurer published a paper presenting the results of his first experiment. He set out to find out whether a teacher can convince students to use effective study strategies to successfully prepare for exams. The study revealed important aspects of motivation and perception of the educational process, which can have a significant impact on students' academic performance.

Successive relearning is a learning strategy that utilizes sequential repetition of learned material. This approach, known as successive relearning, effectively reinforces knowledge and skills. Sequential repetition helps you better absorb information, ensuring long-term retention and deepening understanding. This method is especially effective when learning languages, complex concepts, or skills that require practice. When used correctly, this strategy can improve overall learning productivity and improve learning outcomes.

Successive relearning includes two effective strategies: self-testing, also known as retrieval practice, and distributed learning, which involves spreading out preparation over several weeks or days instead of intense memorization at the last minute. In practice, this means regularly testing your knowledge over several weeks until you achieve the required level of mastery of the material. For more effective self-testing, fill-in-the-blank tests are recommended, as they promote deep learning, as opposed to simply choosing the correct answer from a set of options. This approach not only promotes better memorization but also develops critical thinking skills.

Self-testing and the opportunity for deliberate learning are referred to as "desirable difficulties," a term coined by American scholars Elizabeth and Robert Bjork. These difficulties promote more efficient information processing and long-term retention. These include not only self-recall and distributed learning practices, but also interleaving—the alternation of topics studied. Furthermore, changing the study environment can also be a useful approach for enhancing learning.

It might seem that simply introducing a new, effective preparation method is enough to get students to immediately start using it. However, this is not the case, notes Maurer. Firstly, people are often attached to the familiar. Secondly, there is the so-called "illusion of competence" – a state in which a person is confident in their knowledge of a topic, although in reality, their understanding may be superficial. They may also believe that their preparation method is the best, despite lacking sufficient experience to compare it with other approaches. Note the importance of being open to new methods and constantly developing one's own learning.

Maurer describes a long-term experiment conducted over five years, in which researchers examined various methods of helping students improve their academic performance. During the experiment, various approaches were used: some students were given long-term goals, others were motivated by articles on overcoming difficulties, and some used the support of online coaches. However, none of these methods resulted in significant improvements in learning.

Research has shown that students often experience overconfidence at the beginning of the school year. However, as they realize the amount of work and effort required to succeed, many begin to lose motivation and may give up. This is especially true for those who don't set high grades as a goal. Helping students develop effective study habits requires a long-term intervention that will support them throughout the entire academic process.

Maurer hoped to reassure students about his role as a teacher. He decided to test his tactics and find out which approach to persuasion students would find most effective.

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Increasing motivation to learn: effective teaching styles

Motivation to learn is a key factor in determining student success. Certain teaching styles can significantly increase student interest in the educational process. Active learning methods, such as problem-based learning and project-based activities, promote student engagement and develop critical thinking.

The use of interactive technologies also plays an important role in increasing motivation. The use of multimedia resources, online platforms, and gamification creates a dynamic learning environment where students can actively participate.

Furthermore, creating a supportive atmosphere where each student feels significant and valued helps improve motivation. An individual approach to each student, taking into account their interests and needs, makes learning more personalized and effective.

Thus, a variety of teaching styles focused on active student participation and the creation of a positive learning environment can significantly increase motivation for learning and promote successful knowledge acquisition.

The experiment conducted by Maurer on an introductory course on child development covered three semesters and different students. A total of 76 people participated in the study, but not all of them met the required conditions. Maurer analyzed the responses of all students, using various methods to calculate the results. For quantitative data, only those responses that met the initial requirements were considered, while qualitative results were assessed based on all responses as a whole. This approach allowed for more accurate and diverse data, which is important for further research in the field of child development. At the beginning of the semester, students completed a survey in which they indicated how much time they planned to devote to preparing for exams, when they intended to start, and what study strategies they would use. One question concerned the method of sequential review of studied material: the researcher briefly described its essence and clarified whether the students intended to use it. Two questions were also asked about a specific educational topic—three components of child development practices depending on their age. Students were first asked how confident they were in their knowledge of the topic on a scale from 0 to 100% and then asked to answer a specific question. If students had no idea about the topic (which often happened, since they had not yet studied it), they could indicate 0.

This approach to the survey helps not only understand the level of students' preparation, but also reveals their readiness to apply various learning strategies, which is an important aspect of successful exam preparation.

At the end, participants were asked what measures a teacher should take to convince them to switch from their usual teaching strategies to a new, more effective teaching method.

During the first lesson, the teacher introduced students to the questionnaire topic, which concerned three key components of age-appropriate child development practices. Additional teaching materials were provided during the lesson, the analysis of which took approximately 30-35 minutes. At the end of the lesson, Maurer asked the students to clear their desks of notes and, on a new sheet of paper, list and briefly describe the three components of child development practices they had studied within one minute. After completing the task, the teacher reviewed the main points of the topic and asked the students to compare their notes with the teacher's explanations. Students could make notes in the margins, but no corrections were made to the text. The sheets of paper were then folded and returned to their notebooks.

For three classes, the students reviewed, writing down answers to the same question about the three components. In the fourth class, the instructor asked the students to compare their answers across all four attempts and discuss how confident they felt with their final answer. He also asked if they could remember the three components long-term. The instructor demonstrated the strategy of consistent review, and the students saw its effectiveness. He then discussed the strategy, the research supporting it, and how to apply it in preparation for the exam, which was scheduled for 23 days later.

A week after the exam, Maurer asked students to complete the survey again. Most of the questions were the same. However, by this point, the students were already aware of the serial review strategy, so they were asked to share whether they had used this technique in their preparation for the exam, as well as to describe what motivated them to try it or not.

The results of the experiment impressed the instructor. The study yielded the following conclusions:

• Students are potentially willing to listen to advice on new memorization strategies.

Only 4% of respondents who participated in the survey at the beginning of the semester expressed the opinion that they were impossible to persuade. At the same time, 88% of students are confident that a demonstration of the memorization technique by the instructor and presentation of evidence of its effectiveness would motivate them to use this strategy. Of those who actually implemented the new serial review technique, one third admitted that they did so because they saw it in class. Thus, the teacher was able to convince some students to use the new strategy, which indicates the high effectiveness of the demonstration and their involvement in the learning process.

The final questionnaire was completed by 35 students, of whom 19, or just over half, tried the new strategy. Nine students chose it because it was similar to previously successful preparation methods. Seven were convinced by the instructor, who demonstrated the strategy's effectiveness in class. The remaining three were open to new learning methods and believed that it would be useful in a difficult course.

• However, the demonstration was not enough to convince everyone (even those who were ready to listen).

Of the 35 students who shared their exam preparation experiences, almost half, namely 16 people, did not use the new strategy. They explained this decision by three main reasons: reluctance to change their usual approach, lack of time, and doubts about the method's effectiveness, although the latter argument was voiced by only one student.

Additional analysis of a group of 12 students who completed both surveys revealed interesting results. Seven of them stated at the beginning of the semester that the instructor should demonstrate the effectiveness of the proposed strategies to convince them to adopt new approaches. This requirement was met during the experiment. However, after the exam, four of the seven students reported that procrastination prevented them from implementing the new strategy, while two preferred to use their usual methods. Thus, even fulfilling their request for a demonstration of the strategy's effectiveness was not enough to motivate them to actually try something new. One student noted that the evidence of effectiveness was insufficient and suggested that the instructor further explain the consequences of poor preparation to increase student motivation. Research shows that many people are reluctant to change their study habits, even when instructors clearly explain the benefits of such changes. This demonstrates the persistence of students' habits and preferences, which can hinder their educational progress. Understanding this aspect is important for developing effective teaching methods and motivating students to change their approach to learning.

• The experiment appears to have led students to become overconfident in their knowledge.

Students did feel confident in their knowledge of the course material during class. However, the instructor's demonstration of the principles of the sequential repetition strategy led to negative consequences. After the exam, students were asked to complete the same task as at the beginning of the semester, and their results were assessed on a scale of 0 to 6. Ultimately, 56% of students whose results were taken into account received a zero. Of the remaining students, no one scored higher than 4. This indicates that students had forgotten information about the three components of age-appropriate developmental practices. This result highlights the importance of effective teaching methods and the need for regular review of material to reinforce it. Maurer hypothesized that demonstrating the strategy in class may have led students to become overconfident in their knowledge. This may have led them to believe they had already mastered the material, which in turn may have reduced their motivation to review the topic. It's important to note that the results may also be influenced by design flaws in the experiment. The experiment clearly demonstrated several important aspects: students have difficulty adopting new practices, and instructors need considerable time to convince them. Trent Maurer wondered whether the exam experience could change students' minds. As a result, he conducted another study with similar mechanics, and his results were published in 2023.

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Chatbots can be a useful tool for students in managing deadlines. They can remind students of upcoming assignment deadlines, help organize their study process, and track their progress. Automatic notifications allow students to receive timely reminders of important dates, helping them avoid procrastination and improve their time management. Chatbots can also provide information about exam preparation resources and help them prioritize their study activities. Using chatbots can promote more efficient time management and improve student performance.

How the First Exam Influenced Students' Use of a New Strategy

In the second experiment, only the circumstances and the wording of the questions changed. Students were interested not only in their plans for preparing for the exam, but also in their actual actions: how many days before the exam they began preparing, how much time they devoted to various strategies, and how many minutes they spent on sequentially reviewing the material. The researcher sought to find out exactly how the preparation took place. Students again completed the task about the three components of age-appropriate practices. However, in this case, in addition to comparing their own answers, they were asked to discuss changes in their knowledge and their level of confidence in it. Maurer emphasized the importance of starting preparation for academic tests early, which can significantly affect exam results.

The second experiment involved 70 students studying in Maurer's course. However, as in the first experiment, only 41 participants completed both questionnaires. Some of the students were already familiar with the strategy of sequential review of the material covered. The results of the experiment revealed interesting patterns that may be useful for further study of learning methods and information acquisition.

• The instructor again succeeded in convincing some students of the strategy's usefulness.

This time, only 36% of the students, or 15 people, expressed a desire to use the proposed strategy. The main factor influencing their choice was the results of the strategy demonstration in class. Some students also noted that the discussion after the demonstration helped them recognize existing problems with exam preparation. Belief in the effectiveness of the new strategy ranked third in terms of influence on their decision.

Maurer noted the positive A trend among students who independently recognized the need to change their preparation. This indicates that they have the potential for more effective study. Students' ability to self-reflect opens up new perspectives for improving the learning process and achieving better results.

• Students began preparing for the exam earlier, but not by much.

An interesting change in students' preparation for exams was discovered. They began preparing for the second exam just one day earlier than for the first. Although this may seem like a minor change, it actually has a significant impact. Students began preparing for the first exam less than four days earlier, making the difference in exam preparation time equal to 30%. This indicates that students recognize the importance of planning and organizing their time for successful exam passing.

The experiment once again confirmed that students are not eager to allocate time for consistent preparation throughout the semester. They continue to put off studying until the last minute, although in this case they started their "last minute" a little earlier.

What these two experiments say

While the results of both experiments were not impressive, Trent Maurer is confident that the persuasion method, based on a teacher demonstrating a new strategy, discussing it, and encouraging them to use it, has potential. He believes that this approach can have a significant impact on the most motivated students. However, for others, it will likely take more time and effort to get used to effective exam preparation techniques, which may require several attempts.

An experiment in this format can be useful not only for college students, but also for high school students and participants in online courses. In most cases, students will not be able to independently identify effective strategies for assimilating the study material without the help of a teacher. Support and guidance from experienced mentors play a key role in learning, contributing to the development of skills and improved results. Therefore, it's important to integrate such experiments into the educational process to help students master methods that will enhance their learning and self-organization.

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