Study tips · Class 3–12, O/A Level
How to Memorize for Exams and Not Forget: 6 Methods That Help
Test yourself instead of rereading, spread revision over several days, mix different kinds of questions and sleep enough. In a major review of study techniques, self-testing and spread-out revision came out strongest; highlighting and reading the same page again helped much less.
Ratta nahi: kitab band karein, khud se poochein.
The 6 methods at a glance
| Method | What to do at home | What the research says |
|---|---|---|
| 1. Test yourself | Close the book, then write or say what you remember. Use flashcards and the chapter questions. | “High utility” in a review of 10 study techniques (Dunlosky et al., 2013). |
| 2. Revise on many days | Short sessions across the week instead of one long night before the paper. | “High utility” (Dunlosky et al., 2013). |
| 3. Mix question types | In maths and science, mix problems from different chapters. | Better results on a test one week later (Rohrer & Taylor, 2007). |
| 4. Ask “why?” | Your child explains the topic to you in their own words. | “Moderate utility” (Dunlosky et al., 2013). |
| 5. Past papers | Class 9–12 and O/A Level: answer past-paper questions with a timer, then mark them. | A form of self-testing. Using past papers for board exams is our suggestion. |
| 6. Sleep enough | Ages 6–12: 9–12 hours. Ages 13–18: 8–10 hours. | Linked with better attention, learning and memory (AASM, 2016). |
1. Test yourself instead of rereading
Most children revise by reading the chapter again. It feels like progress because the page looks familiar, but recognising a page is not the same as remembering it. In Roediger and Karpicke’s experiments, rereading made students feel more confident, yet on tests 2 days and 1 week later the students who had tested themselves remembered much more.
At home it can be simple (our suggestion):
- Close the book and write the main points of the lesson. Open it and check what you missed.
- Make question cards: question on the front, answer on the back. Keep the cards you got wrong for tomorrow.
- For younger children, a parent asks five quick questions at dinner.
2. Spread revision over several days
Spreading the same study time over several days was one of only two techniques the Dunlosky review classed as high utility, together with self-testing. A simple rhythm: revise today’s lesson today, again in a few days, and again next week.
3. Mix question types, and ask why
Textbook exercises usually repeat one kind of problem. When Rohrer and Taylor shuffled problems from different lessons, students did much better on a test a week later. Mixing teaches a child to choose the right method, which is exactly what an exam asks.
After a topic, let your child teach it to you and ask “why is this true?”. Gaps show up quickly, and so does real understanding.
What helps less than you think
Highlighting, underlining and rereading are very common study habits, and the same review found them of low utility. They are fine as a first step, but not enough on their own: highlight, then close the book and test yourself.
Myth: “My child is a visual learner, so teach only with pictures”
Parents are often told to match teaching to a child’s “learning style”. A major review found no adequate evidence base for doing this (Pashler et al., 2008). Use pictures, diagrams and words wherever they suit the topic, for every child.
A one-week plan for one chapter
Our suggestion, built on the methods above:
- Day 1: read the chapter once and write 10 questions about it.
- Day 2: answer the questions from memory, check them and mark the ones you missed.
- Day 4: answer the missed questions again, plus a few from an older chapter.
- Day 6: exam-style questions with a timer, then mark them.
- The night before: a short look at your list of mistakes, then sleep on time.
How parents can help
Our suggestion:
- The same study time and a quiet place every day.
- Phones in another room during study time.
- Ask questions instead of reading the answers out.
- Praise the effort and the method (“you tested yourself every day”), not only the marks.
- If one subject stays hard for weeks, talk to the teacher early.
When a tutor helps
Some children need someone to ask the questions, check the answers and keep the routine going. Qutbnuma introduces home and online tutors in Karachi after checking them: CNIC number (18+), degree or result, 2 references and an interview on WhatsApp (how we check tutors). For girls we introduce only female tutors. We are new and our panel is small: we search for a suitable checked teacher for you, and we tell you as soon as we find one. If none fits, we tell you honestly. Send the class, subject and area through the tutor request form, or on WhatsApp 0313-2988345 with the code TIPS-WEB.
Common questions
How can I memorize fast for an exam tomorrow?Kal paper hai, jaldi kaise yaad karein?
There is no shortcut that beats sleep. Spend the evening testing yourself on the key points and on past mistakes instead of rereading everything, then go to bed on time. Regularly sleeping too little is linked with attention and learning problems (AASM, 2016).
Is rote learning (ratta) always bad?Kya ratta lagana hamesha ghalat hai?
No. Tables, formulas, definitions and dates do need to be memorized. The problem is “memorizing” by reading the same page again without checking. Understand it first, then practise recalling it from memory.
How long should my child study every day?Bachay ko roz kitni der parhna chahiye?
There is no single research-based number for every age. Short, focused sessions with breaks are easier to keep up than one long sitting (our suggestion). Protect sleep and play first.
Sources
- Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J. & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. Journal article · Plain-language summary (APS)
- Roediger, H. L. & Karpicke, J. D. (2006). Test-enhanced learning: taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. Full text (PDF)
- Rohrer, D. & Taylor, K. (2007). The shuffling of mathematics practice problems boosts learning. Instructional Science, 35(6), 481–498. Article page
- Pashler, H., McDaniel, M., Rohrer, D. & Bjork, R. (2008). Learning styles: concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119. Article page
- Paruthi, S. et al. (2016). Recommended amount of sleep for pediatric populations: a consensus statement of the American Academy of Sleep Medicine. Journal of Clinical Sleep Medicine, 12(6), 785–786. Full text (PDF)
Each source above was opened and checked on 5–6 October 2026. Where a line says “our suggestion”, it is practical advice, not a research finding.
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