By: Leon Danta
Introduction
Have you ever tried to intensely study for a long period of time without breaks? If so, do not worry, you are amongst many who believe that this is an efficient way of studying. As a first year freshman, I came into college with some knowledge about studying, but not as much as I know now. It can be overwhelming entering a new stage in your life, especially if no one in your family was interested in furthering their education. With your first lectures you may think to yourself: Am I taking notes right? What does that mean? Is this useful? I can’t push you to study a certain way as to each their own but, personally what I thought was the best way to study was to cram everything into one session right before a test, although the outcomes varied. Or even studying for a long amount of time with no breaks.
What’s the difference?
First, I’ll begin by telling you the difference between Spaced (Distributed) and Mass (Cramming) Practices. (1) In spaced practice, learning is assisted by using several time intervals between short learning sessions. On the other hand, in mass practice, learning is assisted by using little to no intervals in between longer learning sessions.
Coming into college, I thought that mass practice was the way to go. As time went on, I slowly came to the realization that it wouldn’t always be reliable. With that being said, I began to use spaced practices and found that they carried a more steady outcome in assignments, quizzes, and exams.
Scientific Findings/ Evidence
According to Robert L. Hohn at The University of Kansas, conducted a study where they tested 40 kindergartners and did a “free recall” test. They listed off words and tried to see how many they could remember. They repeated the words to them back to back representing the mass studies. Also, they represented the spaced studies by spacing the repetitions throughout the list and repeating a word up to 4 times. The research came to the conclusion that the spaced studies was more effective than mass studies. The idea that mass practice wasn’t as successful is thought to be because of the word being repeated too fast, that it has lost its meaning.
According to Mary A. Pyc and John Dunlosky and Kent State University, two previous researchers found opposite results. Son (2004) found that students tend to cram difficult words and space easy words. While, Benjamin and Bird (2006) found that students chose to space difficult words and cram easy words. Pyc and Dunlosky found that students answers vary on how hard the question is or how much time they have.
The study found that students tend to cram if they do not understand a word the first time hearing it causing them to repeat it numerous times, or you don’t have enough time where as you just try and remember everything in that short amount of time. Students tend to use the spaced studies by default but, they don’t necessarily utilize it the right way. For example, when learning a word or subject and the student has time before the next assignment, they will tend to put it off since they feel they know what is presented. Or even if a student feels that a subject is too easy, they will choose to study more later. The research shows that students are adaptive to what type of practice they like to choose. If you feel like you basically have it, then you will space. If you feel that you do not or have less time, you will cram.
According to the Gomal Journal of Medical Sciences, Rani Ahmad, Omyayma Hamed, Reda Jamjoom, Yoon Soo Park, and Ara Tekian measured the faculty members performance and the students satisfaction that they taught. The mass group was significantly better at applying technical assessment tools. Also, exams created by the massed group had fewer flaws than the spaced group. Oddly enough, the spaced group had a slightly higher student success rate than the massed group. The study concluded that neither is superior but they each work in their own way. Spaced studies is ideal for long-term retention facts, while mass practice can be used for high level, complex findings that require students to learn something quickly.
Advice on how to use Spaced Practice Efficiently
Make sure that you have enough time to study is needed for you to succeed
Plan out what you are going to do ahead
When you feel you forgot some things, go re study the subject
Make sure to take breaks. ie; Study for an hour and a half and take a 15–20-minute break
Keep distractions away
Separate your studies to the days you do not have that class so you will remember more vividly.
Advice on how to AVOID mass practice
Do not wait until last minute to learn things!
Stay on top of your work
Stay organized
Set aside time and really make use of it
References
1: Hohn, R. L. (1971). Effects of massed vs. distributed practice and word frequency on young children’s free recall. Department of Psychology, University of Kansas. (ERIC Document Reproduction Service No. ED055653).
2: Pyc, M. A., & Dunlosky, J. (2010). Toward an understanding of students’ allocation of study time: Why do they decide to mass or space their practice?. Memory & Cognition, 38(4), 431-440.
3: Ahmad, R., Hamed, O., Jamjoom, R., Park, Y. S., & Tekian, A. (2023). COMPARING SPACED AND MASSED PRACTICES AT DIFFERENT STAGES OF LEARNING ASSESSMENT. Gomal Journal of Medical Sciences, 21(2), 103-109.
4: Dunlosky, J., & Rawson, K. A. (2015). Practice tests, spaced practice, and successive relearning: Tips for classroom use and for guiding students’ learning. Scholarship of Teaching and Learning in Psychology, 1(1), 72.
5: Underwood, B. J. (1961). Ten years of massed practice on distributed practice. Psychological Review, 68(4), 229.