{"id":81132,"date":"2026-09-02T00:52:12","date_gmt":"2026-09-02T04:52:12","guid":{"rendered":"https:\/\/world.edu\/?p=81132"},"modified":"2026-09-02T00:52:12","modified_gmt":"2026-09-02T04:52:12","slug":"three-common-study-myths-busted-by-a-learning-expert-and-better-strategies-to-use-instead","status":"publish","type":"post","link":"https:\/\/world.edu\/three-common-study-myths-busted-by-a-learning-expert-and-better-strategies-to-use-instead\/","title":{"rendered":"Three common study myths busted by a learning expert \u2013 and better strategies to use instead"},"content":{"rendered":"

<\/p>\n

As high school and university students approach the exam period, study sessions often increase and intensify.<\/p>\n

But even when students are \u201ctrying hard\u201d to study they can still fall into some common study traps that hinder, rather than help, their learning.<\/p>\n

I research how the human mind learns. Here are three misconceptions about studying, and some alternative methods that will improve learning (and, yes, your exam performance).<\/p>\n

Myth 1: repeatedly reading your textbook and notes is the best way to study<\/strong><\/h3>\n

Rereading textbooks and course material is a popular study method among students.<\/p>\n

A 2018 study<\/a> aggregated five previous surveys of university students and adults in the United States. It found 78% of participants reread notes as a study strategy. More than half said they also highlighted or underlined important sections in their notes as part of this technique.<\/p>\n

However, other research<\/a> suggests the benefits of rereading material are limited. This is because it\u2019s a passive form of study, meaning it usually doesn\u2019t add much to knowledge constructed from the initial reading.<\/p>\n

What students should do instead<\/strong><\/h4>\n

This doesn\u2019t mean rereading is a problem in itself, or that you should avoid it entirely. It just might not always be the best use of all your time.<\/p>\n

If you do want to reread material, research has found it\u2019s better to space out repeated readings<\/a> over multiple days instead of cramming it all into a single study session.<\/p>\n

You should also intersperse rereading with other active learning strategies outlined later in this article.<\/p>\n

Myth 2: if you feel confident about the course material, you\u2019ll do well on the exam<\/strong><\/h3>\n

When we\u2019re trying to figure out how well we understand a topic, our judgements are often based on how easy it is to comprehend the material or how familiar it feels<\/a>.<\/p>\n

For example, it\u2019s easy to feel confident about a particular subject when the material is in front of you and you have seen it repeatedly.<\/p>\n

But high confidence may not be reflected by good performance<\/a> during the stress of a timed exam in a different environment, without your notes, books or devices.<\/p>\n

What students should do instead<\/strong><\/h4>\n

To avoid this overconfidence, it can help to put yourself in an exam-like situation during study<\/a>.<\/p>\n

This may look like answering practice questions, similar to the ones expected on the exam, without referring to notes or devices.<\/p>\n

Doing this will give you a better indication of how well you have learned and where you need improvement. When you\u2019re able to more accurately judge<\/a> what you have learned well (and not well), you are better able to tailor your study efforts to areas that need attention.<\/p>\n

Myth 3: the main goal of studying is to get information into your head<\/strong><\/h3>\n

Many students focus on absorbing as much information as they can. But this is only half of the equation.<\/p>\n

Being able to pull the information out<\/a> of your head during an exam or assessment is just as important.<\/p>\n

What students should do instead<\/strong><\/h4>\n

You can practise recalling information from memory<\/a> by:<\/p>\n