Cramming (education)

In education, cramming (also known as mugging or swotting) is the practice of working intensively to absorb large volumes of informational material in short amounts of time. It is often done by students in preparation for upcoming exams. Cramming is often discouraged by educators because the hurried coverage of material tends to result in poor long-term retention of material (see spacing effect).^[1]

Cramming usually occurs during the revision week, also known as swotvac or stuvac (student vacation) in some Commonwealth countries.

The pressure to excel academically has led to cramming behavior among students as young as five years old.^[2]

Cramming as a study technique

H.E. Gorst stated in his book, The Curse of Education, “as long as education is synonymous with cramming on an organized plan, it will continue to produce mediocrity.” ^[3]

Generally considered as a negative study technique, cramming is becoming more and more common among students both at the secondary and post-secondary level. Pressure to perform well in the classroom and engage in extracurricular activities in addition to other responsibilities often results in the cramming method of studying. Cramming is a widely-used study skill performed in preparation for an examination or other performance-based assessment.

Most common among high school and college-aged students, cramming is often used as a means of memorizing large amounts of information in a short amount of time. Students are often forced to cram after improper time utilization or in efforts to understand information shortly before being tested. Improper time management is usually the cause for last-minute cramming sessions, and many study techniques have been developed to help students succeed instead of cramming. ^[4][5]

Research

Criticism for this study mechanism has long been a difficult topic to address and overcome for administrators and teachers of all ages, and numerous studies have been conducted researching the effectiveness of cramming. In a 2007 study conducted by University of South Florida psychologist Doug Rohrer, it was determined that last minute studying reduces retention of material and may hinder the learning process in the long term.^[6] Additional studies in rote learning, or memorization, have shown that relying solely on memorization techniques reduces the overall retention of information.^[7]

Cramming and school performance

Teaching students to avoid last-minute cramming is a large area of concern for education professionals and profit for educational corporations and businesses. Learning and teaching study techniques that enhance retention as opposed to learning for a single examination is one of the core issues that plagues colleges and university academic advisors, and also adds to the stress of academic success for students. Ideally, proper study skills need to be introduced and practiced as early as possible in order for students to effectively learn positive study mechanisms.

According to W.G. Sommer, students in a university system often adapt to the time-constraints that are placed upon them in college, and often use cramming to perform well on tests. In his article, Procrastination and Cramming: How Adept Students Ace the System, he states “Many students outwardly adapt to this system, however, engage in an intense and private ritual that comprises five aspects: calculated procrastination, preparatory anxiety, climactic cramming, nick-of-time deadline-making, and a secret, if often uncelebrated, victory. These adept students often find it difficult to admit others into their efficient program of academic survival.”^[8]

Active learning and critical thinking are two methods which emphasize the retention of material through the use of class discussions, study groups and individual thinking. Each has been cited as a more effective means of learning and retaining information as compared to cramming and memorization.

References

1. ^ Cramming reduces long-term retention, DailyIndia.com
2. ^ Cramming For Kindergarten, CBS News
3. ^ Gorst, H.E. The Curse of Education. London: Grant Richards, 1901. (Page 5).
4. ^ How to Take on College Studying: Your Cramming Days are Over. CollegeBoard. Retrieved on 15 May 2009.
5. ^ How to Cram (Even Though You Shouldn’t). Cockrell School of Engineering at The University of Texas at Austin. Retrieved on 15 May 2009. Is also used to say that someone has hurt themselves (Synonym)
6. ^ Back To School: Cramming Doesn't Work In The Long Term. Science Daily: News & Articles in Science, Health, Environment & Technology. Retrieved on 15 May 2009.
7. ^ Allen, Laura. Cramming: Not A Long-Term Study Strategy. Popular Science. 20 Nov. 2008. Retrieved on 15 May 2009.
8. ^ Sommer, W.G. "Procrastination and cramming: how adept students ace the system." Journal of American College Health. 39(1). 1990. 5-10.

See also

• Rote learning
• Study Skills
• Active learning
• Critical thinking

External links

• Cramming on wikiHow
• Cramming Techniques on TestTakingTips.com
• The dangers of cramming for exams, Penn State University
• Cram My Brain provides free cramming software and offers foreign language support (requires Adobe Flash)