The methods brought out in the studies differ from each other as some are more supported to be better methods of study than others. One of the methods is testing, where the learners test on the retention of what they have learned (Rohrer and Pashler, 2010). The method tests the ability to master and retain the content learned for a longer time because the learner has to maintain the learned material in memory. This method is also said to slow the rate of forgetting by the learners, as the researcher point to an example where a test given one week later showed an improved performance by the learners. The study shows that this method is effective for study because the learners have the ability to recall what they have learned after a longer time. Although the method is effective, college students prefer re-reading instead of the tests (Rohrer and Pashler, 2010). The researchers also talk about another method of studying, the spacing effect, that calls for distribution of training sessions in multiple training periods. The method improves performance as the researchers give an example of the ability of participants to recall vocabularies learned eight years earlier at college (Rohrer and Pashler, 2010). It is a good method because it gives the learners the opportunity to restudy the content before sitting for a test thus. it enhances their performance. Another method brought out in the research is interleaving, which is best where multiple kinds of skills have to be learned, for example, in mathematics where different methods solve different problems.Another research conducted by Roediger, H. Land Karpicke, J. D came out with their findings on how to study. Their research says that students take tests in class to access whether they can recall or whether they have knowledge of what they have learned.

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