Sugata Mitra, Indian thinker, professor of physics and chemistry, and winner of the TEDTalk 2011 $1 million prize for his talk “Computing in the Clouds,” responded to Sir Ken Robinson’s famous TEDTalk that claimed “Schools are bad!” Mitra argued that schools are not bad, but rather working exactly the way they were designed 200 years ago – to provide tools for the British Empire.
Cramming for high-stakes exams has been a common practice in India for decades, if not centuries. The practice dates back to when the East India Trading Company needed employees who could do simple calculations and write clearly without asking too many questions. The system was perfect for that era, 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, such as the IB Diploma Programme, often rely on mark schemes and rote learning of responses that make complex questions seem procedural and trivial. Memory is a valuable asset, but it is the lowest level of thinking. Yet, it is often worshipped as the highest achievement in traditional K-12 education.
Students’ thinking in classes is rarely extended beyond memorization. They may perform poorly on assignments given in class, but do better on exams after memorizing For a day or two. This is not an endorsement of cramming or skipping class, 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 do well in exams, it shows that the assessment system measures the wrong things.
Students who master the art of rote learning excel in school but struggle in life, where answers cannot be memorized. They need to develop firm discipline, habits of critical thinking, and resilience to recover from failure and learn from it. The world is unpredictable and chaotic, it is not a kind environment with known rules and outcomes. Only those who develop deep conceptual understanding, practical abilities, and life skills such as discipline, resilience, and compassion will thrive beyond the predictable K-12 environment.
The idea of pulling an all-nighter fueled by caffeine and willpower has serious disadvantages. Students who do well in this environment may think they have cracked the code for school, but they have not cracked the code for life. Cramming is 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, which leads to poorer performance and scores on tests.
Myth 1: Rote learning leads to improvement Long-term retention
A common myth is that rote memorization helps retain information long-term. Many students believe that immersing themselves in a subject for a short period of time helps them absorb and remember the material effectively. However, research in cognitive psychology tells a different story. Rote memorization relies on short-term memory, which is fleeting. True long-term retention requires spaced repetition and regular review. By revisiting the material periodically, students solidify their understanding, leading to more lasting learning outcomes.
Myth 2: Cramming saves time
Another misconception is that rote learning saves time by allowing students to absorb large amounts of information quickly. However, studies show that rote learning does not lead to deep understanding. Proper study habits, such as studying in a quiet place like a library, focusing without distractions, and creating an environment conducive to learning, lead to better retention and application of knowledge.
Myth 3: Cramming is the only option for procrastinators
Procrastination often leads to rushed studying before an exam. However, more effective study strategies are available. Breaking tasks down into smaller chunks and setting realistic goals helps procrastinators adopt productive study habits. Long-term, stable habits, studying with like-minded peers, and learning disciplines, such as setting a timer for focus and turning off the phone, contribute to long-term success.
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Myth 4: Studying all night is a recipe for success
The image of pulling an all-nighter studying is ingrained in popular culture. However, equating sleep deprivation with academic dedication is inaccurate and counterproductive. Research consistently shows the importance of adequate sleep 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 provide the long-term learning needed for success in today’s complex world. check points are important, but they are not a substitute for real learning. Colleges and universities look for 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 make positive change, and the understanding to make it happen. Memorizing achieves none of these goals. Short-term wins lead to long-term losses if students are not given the skills needed for real-world challenges.
(Author: Dr. Ted Mockrish, Head of School, Canadian International School, Bengaluru)
