Best Study Techniques for Exams: What Works and How to Use It

Introduction

The best study techniques for exams do more than make your notes look organised. They help you understand ideas, retrieve information without looking and apply what you know to unfamiliar questions. Rereading and highlighting can feel reassuring, but that feeling is not always a reliable sign that information will be available in an exam. Research reviews consistently identify practice testing and distributed practice as especially useful strategies, while other methods can help when used for the right purpose. This guide explains how to combine them, choose techniques for different subjects and build a revision routine that is realistic rather than exhausting. You do not need to use every method: choose a small set that matches the exam and the material.

Start with the exam, not a random technique

Before choosing a method, find out what the exam asks you to do. Does it require definitions, calculations, essays, diagrams, source analysis, practical procedures or a mixture? Your revision should resemble the thinking you will need during the assessment.

Collect the syllabus, class notes, teacher guidance and any permitted sample questions. Divide the material into topics, then mark each one as secure, partly understood or not yet understood. This is a planning tool, not a judgement of your ability. It tells you where to begin.

A common planning mistake is spending too much time rewriting notes because it feels like visible progress. Neat notes can be useful as a reference, but the key question is whether you can use the information when the page is closed. For more help organising the weeks before an exam, see how to make a study timetable.

Practice testing: make yourself retrieve

Practice testing means trying to produce an answer from memory. You might answer flashcards, solve a problem without checking the worked solution, draw a labelled diagram from memory or write everything you can recall about a topic before opening your notes.

This is not only a way to measure what you know. Retrieval itself can strengthen later access to information. Research reviews identify practice testing as one of the most useful broadly applicable learning techniques. A 2021 meta-analysis of learning techniques also found strong support for practice testing and distributed practice, while noting that effectiveness depends on how techniques are implemented.

Use questions that require an actual answer. Instead of highlighting a paragraph about photosynthesis, close the book and explain the process in your own words. Then check the explanation and correct gaps. Keep the questions aligned with the kind of response the exam expects.

Spaced practice: revisit topics over time

Spaced practice means returning to material in separate sessions rather than completing all revision in one sitting. A short review today, another tomorrow and another several days later can be more useful for long-term retention than repeating the same material back-to-back.

The exact ideal interval depends on how much time remains before the exam, how difficult the material is and how well you can retrieve it. A practical approach is to review a topic soon after learning it, revisit it after a gap, and return again later. If recall is difficult, shorten the gap or use a hint; if recall is easy, allow more time before the next review.

Do not mistake spacing for simply leaving a topic untouched. Each return should include some retrieval, practice or correction. The guide to spaced repetition explains how to build a review schedule without needing a complicated system.

Worked examples and problem practice

For mathematics, physics, chemistry and other problem-solving subjects, worked examples can show how a solution is structured. Study an example actively: identify what is given, why each step is used and how the final answer follows. Then cover the solution and try a similar question independently.

As your understanding grows, gradually reduce how much help you use. Start with a complete example, then try a partly completed one, and finally solve a new problem. If you only copy steps, you may recognise the method without being able to choose it in an exam.

When you make a mistake, diagnose it. Was it a concept error, a formula choice, an arithmetic slip, a missing unit or a misunderstanding of the question? Write a brief correction and attempt a similar question later. A mistake becomes useful when it changes what you practise next.

Interleaving: mix related problem types

Interleaving means alternating between different but related types of material or problems. Instead of completing twenty questions of one identical type, you might mix questions that require choosing between several methods. This can make practice feel harder because you must decide which approach fits each question.

It is most useful when the exam requires you to distinguish between similar concepts or procedures. For example, a set of mixed algebra problems can help you recognise which method is appropriate. However, if you are completely new to a topic, begin with clear instruction and a few examples before mixing problem types.

Interleaving is not the same as constantly switching between unrelated subjects. The aim is to practise discrimination among related ideas, not to fragment your attention. Use it selectively after you have learned the basic methods.

Explain ideas in plain language

After studying a concept, explain it as if you were teaching someone who has not encountered it. Use a simple example, define unfamiliar terms and show how the parts connect. If you cannot explain a step without repeating the textbook sentence, identify what remains unclear and study that part again.

This approach is often associated with the Feynman technique. It can reveal gaps in understanding and help organise complex information. It does not replace practice questions, especially when the exam requires calculations or precise definitions. Treat your explanation as a diagnostic exercise: it shows what you can communicate and what needs another look.

You can also draw a concept map or compare two ideas in your own words. Keep the output short enough that you are thinking rather than decorating a page.

Use summaries and highlighting carefully

Highlighting can help you locate definitions, formulas and key distinctions. Summaries can help you organise a topic after you understand it. But these methods are less reliable when used passively or as the entire revision plan.

If you highlight, do it selectively and turn each highlighted idea into a question. If you write a summary, close the source first and draft it from memory, then check accuracy. A useful summary explains relationships, not just a list of copied sentences.

Avoid spending most of your study time making notes look perfect. A concise set of notes that you actually test yourself on is often more useful than several pages that you only reread.

Timed practice and exam technique

As the exam approaches, practise under conditions that resemble the assessment when appropriate. Use a sample paper or a set of questions, follow the time limit and practise deciding how long to spend on each section. Then review the answers carefully.

Timed practice helps you notice whether you understand the content and can organise an answer within the available time. It can also reveal practical issues: reading questions too quickly, leaving no time to check calculations or spending too long on one response. Do not make every study session a full mock exam. Untimed practice is valuable when you are still learning a method.

After a timed attempt, review both correct and incorrect answers. Ask why an answer earned credit, what was missing and what you should practise next. For a practical plan for the day itself, see exam day: a time-management plan.

Build a balanced revision session

A useful session combines learning, retrieval and correction. For example, spend a short block reviewing one unclear concept, close the notes and answer questions, check your responses, then record what to revisit. Take a break and move to another planned task.

A balanced session might look like this: - Choose one topic and define a specific goal. - Review the explanation or worked example you need. - Attempt questions without looking at the answer. - Check your work and explain any errors. - Schedule a later review of difficult points.

Adjust the balance to the subject. Essay subjects need planning and writing practice; language learning needs vocabulary retrieval and use in context; mathematics needs solving and checking. For a broader method based on retrieving information, read active recall explained.

Finally, protect time for rest and normal daily activities. Studying effectively is not the same as studying every available minute. Consistent preparation gives you more chances to notice gaps and correct them before the exam.

Choose a technique by the problem you are trying to solve

It helps to diagnose the learning problem before selecting a tool. If you cannot remember a definition, use a direct recall question. If you remember the formula but do not know when to apply it, practise choosing between different problem types. If you understand a chapter but cannot build an essay, practise making an argument outline and turning it into paragraphs. If you make repeated errors, keep an error log and attempt a similar question after correcting the original.

This prevents a common trap: using one favourite technique for every subject. Flashcards are convenient, but they are not a complete substitute for writing an essay, interpreting a graph or carrying out a calculation. Likewise, a long practice paper may be inefficient when you have not yet understood the basic method. Match the activity to the skill you need to develop.

Use feedback as part of the technique. After checking an answer, do not merely record a score. Identify the reason for the result and decide what action follows. A useful correction might be “I confused correlation with causation; make a comparison question and practise explaining the difference.” This turns a test result into a specific next step.

You can also combine methods within one topic. Read a short explanation, solve a worked example, close the notes and reproduce the reasoning, then attempt a fresh question. On another day, mix that question with problems from earlier topics. The methods support one another because each addresses a different part of learning: understanding, retrieval, application and discrimination.

Finally, leave room for adjustment. If a technique is taking a lot of time but does not help you answer questions more accurately or explain the topic more clearly, change the approach. The goal is not to follow a fashionable method perfectly. It is to build knowledge you can use when the exam asks you to think independently.

Internal links included

• Active recall explained
• Spaced repetition: how to schedule your reviews
• How to make a study timetable
• Exam day: a time-management plan

Frequently asked questions

What is the most effective way to study for exams?

For many kinds of material, practice testing and spaced practice have strong research support. The best mix depends on the exam: solve problems for calculation-based subjects, write timed responses for essays and use retrieval questions for facts and concepts. Combine practice with feedback and correction.

Is rereading notes a good way to revise?

Rereading can help you become familiar with material or clarify a difficult section, but it can create a feeling of fluency without proving that you can recall it. Follow rereading with a closed-book question, explanation or practice problem to check what you can actually use.

How many hours should I study each day?

There is no single daily number that suits every student, subject or timetable. Set a realistic amount of focused work around classes, sleep, meals and other responsibilities. Judge the plan by whether you are learning and retaining material, not by trying to maximise hours.

Should I study one subject at a time or mix subjects?

Both can be useful. Focus on one task long enough to understand it, then switch at a planned boundary. Within a subject, mixing related problem types can help you learn to choose the right method. Avoid switching randomly every few minutes.

When should I start practising past papers?

Start with individual questions once you have learned the relevant basics. Use full papers later to practise pacing and combining topics. If a paper exposes gaps, treat it as feedback and return to targeted learning rather than repeatedly taking tests without correcting mistakes.

This article is for general information and is not medical or professional advice.