Need of the hour: Busting the myths of cramming

You all know what 12 x 12 equals. By heart, by memory, by rote. But what if you were asked, what is 13 x 16? Quick, by rote, by memory! Do you know the answer? Why do you know the first answer is 144, but not the second one (which is 208…I used a calculator!)?
Sugata Mitra, an Indian thinker, Physics and Chemistry Professor, and winner of the TEDTalk 2011 $1 million prize for his talk “Computing in the Clouds,” responded to Sir Ken Robinson’s famous TEDTalk, which claimed “schools are broken!” Mitra argued that schools are not broken but are functioning exactly as they were designed to 200 years ago—to provide cogs for the British Empire.
Rote memorization for high-stakes testing has been the norm in India for decades, if not centuries. This practice dates back to when the East India Trading Company needed workers who could perform simple calculations and write neatly without asking too many questions. This system suited that era perfectly, but India and the world have evolved. Today, we need independent, critical thinkers who can synthesize vast and diverse information into something new and practical.
However, educational approaches have not kept pace with this evolution. Even contemporary models, like the IB Diploma program, often rely on rote memorization of mark schemes and responses that make complex questions seem procedural and trivial. Memory is a valuable asset, but it is the lowest rung of thinking. Yet, it is often worshiped as the highest achievement in traditional K-12 education.
In classrooms, students’ thinking is rarely stretched beyond memorization. They may perform poorly on in-class assignments but excel on exams after cramming for a day or two. This is not an endorsement of cramming or skipping classes but a call for a radical change in what we expect from students and how we assess them. If a student can cram for 24 hours and perform well on an exam, it indicates that the assessment system measures the wrong things.

Students who master the art of cramming may excel in school but struggle in life, where answers cannot be memorized. They need to develop strong discipline, critical thinking habits, and resilience to bounce back from failure and learn from it. The world is unpredictable and chaotic, not a kind environment with known rules and outcomes. Only those who develop a deep conceptual understanding, practical competencies, and life skills like discipline, resilience, and compassion will thrive beyond the predictable K-12 environment.
The notion of staying up all night, fueled by caffeine and willpower, has serious drawbacks. Students who do well in this environment might think they have cracked the code for school, but they have not cracked the code for life. Cramming perpetuates harmful study habits and misconceptions about learning. Research shows that cramming is ineffective for long-term learning. Students who cram are more likely to feel stress and anxiety, leading to poor performance and scores in exams.
Myth 1: Cramming improves long-term retention
A common myth is that cramming helps retain information long-term. Many students believe that immersing themselves in a subject for a short period helps absorb and retain material effectively. However, research in cognitive psychology tells a different story. Cramming relies on short-term memory, which is fleeting. True long-term retention requires spaced repetition and regular review. By revisiting material over time, students reinforce their understanding, leading to more permanent learning outcomes.
Myth 2: Cramming saves time
Another misconception is that cramming saves time by allowing students to absorb large volumes of information quickly. However, studies show that cramming does not enable deeper comprehension. Proper study habits, such as studying in a quiet place like a library, focusing without distractions, and creating conducive environments for learning, lead to better retention and application of knowledge.
Myth 3: Cramming is the only option for procrastinators
Procrastination often leads to a rush to cram before an exam. However, more effective study strategies are available. Breaking tasks into smaller chunks and setting realistic goals help procrastinators adopt productive study habits. Long-term, steady habits, studying with like-minded peers, and learning discipline, such as setting timers for focus and turning off phones, contribute to long-term success.

Myth 4: All-night cramming is the recipe for success
The image of studying all night is ingrained in popular culture. However, equating sleep deprivation with academic dedication is incorrect and counterproductive. Research consistently shows the importance of adequate sleep for cognitive function and memory consolidation. Prioritizing sleep and maintaining a balanced study schedule are essential for optimal academic performance.
In conclusion, cramming for exams cannot meet the long-term learning needed for success in today’s complex world. Test scores matter, but they are not a substitute for real learning. Colleges and universities seek candidates who demonstrate dedicated and thoughtful applications of learned concepts and competencies. They want people of character who think deeply about the world, have the compassion to effect positive change, and possess the understanding to make it happen. Cramming achieves none of these goals. Short-term wins lead to long-term losses if students are not equipped with the skills required for real-world challenges.
(Author: Dr. Ted Mockrish, Head of School, Canadian International School, Bengaluru)