Many students believe studying means rereading notes, highlighting textbooks, or looking over review sheets the night before a test. Students might have a variety of colored highlighters, decorative tabs and multiple apps to help in this endeavor. These strategies often feel productive, but they frequently lead to frustration, long study hours, weak recall and often less than desirable and expected outcomes.
This is where many students and parents begin to feel discouraged. Considerable time and effort are spent studying yet results rarely match that investment. Students engage in what studying looks like and often feel defeated and even mystified when their understanding and performance do not improve. In most cases, the issue is not a lack of effort, but a lack of effective study strategies. The goal is not to study more, but to study more effectively.
Consider the analogy of how a runner trains for a race training for a race. Runners don’t prepare for a 5 mile race by simply running five miles every day. They use a training plan and supports that include intervals, strength work, data tracking and recovery so their bodies are prepared for different demands on race day. In the same way, students can’t rely on rereading notes alone. Effective studying requires a mix of strategies—active recall, cumulative review, application of concepts, and practice with different question types—so the brain is truly prepared for the complexity of a test.
Effective studying is not about working longer. It is about preparing for learning, engaging with information intentionally, and revisiting material over time.
Much of what we now understand about effective studying can be traced back to the work of Francis P. Robinson, an American educational psychologist and professor at The Ohio State University. Robinson studied why students worked hard yet studied inefficiently. In 1941, he published Effective Study, introducing ideas such as previewing, questioning, recalling, and reviewing. While his SQ3R (Survey, Question, Read, Recite and Review) framework is often remembered today as a reading comprehension method, Robinson’s broader contribution was his emphasis on learning as a process — one that begins before instruction, continues during class, and extends beyond it.
These principles are not only individual study skills. They are also understood at a macro level that is often overlooked: the process of preparing for instruction, organizing information during learning, and returning to material strategically in order to be exam-ready.
When this broader process is missing, students may work hard yet still feel behind. When it is in place, studying becomes purposeful rather than reactive. The key is to work smart, with intention and not necessarily simply putting in long hours.
Studying for exams starts before class begins!
Strong exam preparation does not start the week of the test. It starts before new material is taught.
When students walk into class without any exposure to what will be covered, they are trying to process new information in real time while listening, taking notes, and deciding what matters. This places heavy demands on working memory and attention, particularly for students whose executive-function skills are still developing. Most people at least read something, hear something, peruse reviews or watch trailers before going to the movies, right?
This is where previewing plays a critical role.
What “preview” really means
Previewing does not mean studying or memorizing content in advance. It means going into each class having already looked through what will be covered, so students have some basis for understanding what the teacher or professor is about to teach.
Previewing ensures students are not walking into class blind.
Effective previewing before class may include:
Skimming the syllabus, agenda, or learning objectives
Looking over chapter titles, headings, graphs, or diagrams
Noticing key vocabulary words without trying to memorize them
Watching a short overview video if one is provided
Glancing at upcoming homework or problem types
This typically takes 5–15 minutes. The goal is familiarity, not mastery.
Students should be able to answer:
“What is this lesson about, and what should I be listening for today?”
Why previewing before class makes such a difference
Previewing supports several foundational learning processes.
When students preview:
Working memory is freed up during instruction
New information feels recognizable instead of overwhelming
Notes become more selective and meaningful
Confusion is easier to identify and address
Questions improve in quality
This is one of the biggest differences between students who feel constantly behind and students who feel oriented and confident.
During class: listen for structure and emphasis
When students have previewed, class time becomes a second exposure rather than a first encounter.
During instruction, students should listen for:
What the teacher emphasizes or repeats
How ideas are connected
Examples that clarify abstract concepts
Patterns in how information is presented
Notes should support later studying, not attempt to capture everything word-for-word. Structured note-taking systems, such as the Cornell Note-Taking System developed at Cornell University, work especially well because they support organization, planning, and later self-monitoring.
Cornell Notes overview:
https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/
After class: clarify and consolidate
After class, a brief follow-up helps stabilize learning.
This may include:
Adding questions or prompts to notes
Clarifying confusing points
Writing a short summary of the main idea
This step helps organize information and ensures notes are usable later, when students begin preparing for exams.
Studying for exams means retrieving information from memory
The most important part of exam studying is retrieval — attempting to recall information without looking.
This can look like:
Explaining a concept out loud as if teaching someone else
Answering practice questions without notes
Writing everything remembered about a topic, then checking accuracy
Using note prompts or questions to self-quiz
This process strengthens memory, reveals gaps in understanding, and builds confidence. It also supports self-monitoring by helping students distinguish between what feels familiar and what they actually know.
If a student says, “I studied for hours,” a more useful follow-up question is:
“How did you test yourself?”
Review works best when it is spaced over time
Cramming may feel productive, but it leads to fragile learning.
Strong study systems rely on spaced, cumulative review, which means returning to earlier material repeatedly as new material is added. Over time, earlier content becomes more automatic, freeing mental energy for newer or more complex topics.
The complete study cycle
An effective, exam-ready study system looks like this:
Preview material before class so instruction has context
Listen for structure and meaning during class
Take notes designed for later review
Study by retrieving information from memory
Review material cumulatively over time
Example of cumulative review two weeks before an exam:
Day 1: Review Chapter 1 or notes from the first unit
Day 2: Review Chapter 1 and Chapter 2
Day 3: Review Chapters 1, 2, and 3
Day 4: Review Chapters 1–4
As this pattern continues, the earlier chapters or note pages require less time and effort because they have become more familiar and automatic. Newer material naturally receives more attention, while older material stays active in memory.
This approach reduces cramming, supports long-term retention, and builds confidence going into exams.
What parents should know
Previewing is preparation, not extra homework
Studying should feel mentally interactive, not just time-consuming
Notes are only helpful if students use them to quiz themselves
Forgetting is part of learning — returning to material strengthens memory
We aren’t often explicitly and consistently taught how to study. Learning to study and internalizing these processes, remove the guesswork so that preparation feels intentional and test days are met with with confidence.
References and further reading
Robinson, F. P. (1941). Effective Study. Harper & Brothers
SQ3R (historical context): https://en.wikipedia.org/wiki/SQ3R
Cornell Learning Strategies Center:
https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/Roediger, H. L., & Karpicke, J. D. (2006). Retrieval practice and learning:
https://psychnet.wustl.edu/memory/wp-content/uploads/2018/04/Roediger-Karpicke-2006_PPS.pdfSpacing effect: https://en.wikipedia.org/wiki/Spacing_effect