How to Revise Effectively: The Evidence Behind What Actually Works

As exam season approaches the question of ‘How to revise effectively’ remains one of the most important and ever evolving topics in education. No matter how prestigious the school or how complex the learning profile of the child, keeping up with current literature as to what actually works remains a mammoth task.  A widely agreed notion is that revising actively is key,  it has been shown that passive techniques such as rereading, highlighting or writing without testing feels fluent but produces weaker long-term retention (Carpenter et al., 2022). Recent research in cognitive psychology and education (2020–2025) continues to confirm that active, spaced, and effortful learning strategies outperform these passive revision methods. The evidence is vast and constantly developing so we at The CODE Education are here to break down the jargon and summarise what the experts are saying.

1. Active retrieval practice: this is one of the strongest evidence-based strategies 

This is repeatedly shown in research to strengthen memory and understanding by forcing you to pull information from your brain without looking at notes. It’s far more effective than simply rereading.  The act of retrieving information strengthens neural pathways and shows you what you don’t yet know. An, Liu, Acharya & Hashmi (2025) found students using retrieval questions (including AI-generated ones) performed significantly better on assessments (around 89% retention) than those who did not. Carpenter, Pan & Butler (2022) reaffirm that retrieval practice reliably strengthens long-term retention across ages and subjects. Bego et al. (2024) also demonstrated that spaced retrieval (quizzes spread over time) produces stronger results than massed review, whilst Carpenter et al. (2022) describe spacing and retrieval as complementary strategies that amplify each other.

How to do it:

• Cover notes and write down what you remember

• Use quizzes, flashcards, or past papers

• Turn headings/concepts into questions and answer them from memory

• Build frequent low-stakes quizzes into lessons; encourage self-testing at home.

2. Spaced Practice (Spacing Effect)

Rather than cramming all at once, research shows spreading study over time greatly improves long-term retention. Students essentially need to revisit concepts several times to ensure retention and in the lead up to exams start revising weeks or months ahead. A 2024 meta-analysis by Campbell et al analysed spaced retrieval practice in nine introductory STEM courses and found significant positive effects on end-of-course assessment scores. Foundational reviews like Carpenter et al’s 2022 article in Nature Reviews Psychology reaffirm that spacing and retrieval practice consistently enhance learning across ages and disciplines. Bego et al. (2024) found spaced retrieval improved outcomes across maths and science based courses. Trumble, Lodge, Mandrusiak & Forbes (2023) confirmed benefits of distributed practice and other systematic reviews found spaced repetition associated with improved objective test performance. (Maye & Hurley 2026)

How to do it:

• Review material the day you learn it, then 2 days later, then a week later

• Use apps like Anki or Quizlet that schedule flashcards automatically

• Use a Leitner system 

3. Interleaving – Mix different topics instead of blocking

Rather than doing all of one topic then moving on, mixing (interleaving) different topics in one session helps you learn how to apply concepts flexibly. This approach creates a little struggle during learning as a result of the spontaneity of the questions which actually improves later test performance. Recent research continues to show that interleaving works in real classrooms. Klimovich and Richter (2025) found that students who practised spelling in an interleaved format made fewer errors than those who used blocked practice. Similarly, Dong et al. (2025) showed that interleaving improved students ability to learn and distinguish natural categories, while also improving their judgement of what they truly understood

How to do it:

• Revise using past papers that test a variety of concepts

• In maths revision, alternate algebra questions with geometry and statistics rather than doing all algebra first.

4. Dual Coding  (Use words + visuals)

Research supports combining verbal information with visuals (diagrams, timelines, flowcharts). This engages multiple memory pathways and makes recall easier. A 2023–2024 study examined the impact of dual‑coding strategies on students’ retention of scientific concepts in a middle school setting. It found that combining visual and verbal representation of material was associated with enhanced long‑term retention and deeper conceptual understanding compared with traditional methods. A 2024 quasi‑experimental study in a 5th‑grade social studies classroom found that students who learned with dual‑coded instructional strategies (combining visuals and words) showed significant improvements in vocabulary acquisition, comprehension, and academic achievement compared with those taught with conventional text‑only approaches

How to do it:

• Drawing concept maps

• Turning notes into infographics or annotated diagrams

• Visual summaries alongside written summaries

5. Elaborative Interrogation & Self-Explanation – Ask “why?” and explain 

Asking why things are true or how they connect deepens understanding and gives meaning to facts, improving long-term recall. This anchors new information to your existing knowledge network. Gao, Evans & Fergusson (2025) found self-explanation and peer explanation enhance generative thinking and conceptual understanding in mathematics and statistics. Explaining requires organising, connecting, and elaborating ideas, which deeper understanding beyond memorisation.

How to do it:

• After reviewing a fact, ask: “Why is this true?” or “How does this fit with what I already know?”

•  Use “explain your thinking” prompts

• Incorporate peer teaching activities.

6. Feedback and Reflection

Some recent education research highlights that revision that includes feedback and reflection (revising work based on feedback) significantly improves performance, especially over multiple stages. Research shows that combining feedback with reflection makes revision far more effective. Students who reflect on feedback not only improve their understanding but also revise smarter and retain information longer. Many studies and meta-analysis confirm that reflective revision helps learners close gaps, plan better, and boost performance (Haghdoost, 2025; Koc & Bozkurt, 2023; Wang & Li, 2023)

How to do it:

• Review marked work

• Understand mistakes

• Correct and revise them

• Reflect on why you made those error

Free Webinar “Revision Survival: Ask the Questions You Really Want Answered”

Join me, Paula Barrett, Founder and Managing Director of The Code Education, and Bryony Reiss, Career Tutor and Executive Function Coach for our free Webinar “Revision Survival: Ask the Questions You Really Want Answered”

When: Wednesday 18th March - 7 pm