CRAMMING: A SHORT-TERM FIX WITH LONG-TERM CONSEQUENCES
To meet academic deadlines and excel in exams, many students resort to cramming—but while it may offer temporary relief, its long-term effects on learning and well-being are concerning.
Cramming often arises from poor time management, procrastination, or an overwhelming academic workload—students spend hours, sometimes even days, absorbing large amounts of information in a short period of time. While this approach may help them recall facts for an upcoming test, it rarely leads to deep understanding or long-term retention of the topic.
The research by Ming Yuan (2023) found that cramming is associated with lower academic performance over time, as it promotes surface learning and increases stress levels—deeper understanding of learnings are disregarded, leading to poor educational attainment.
The physical and mental consequences of cramming is equally alarming; students who cram often sacrifice sleep, nutrition, and relaxation, leading to fatigue, irritability, and weakened cognitive function—over time, this pattern can contribute to chronic stress, burnout, and a negative attitude toward learning.
Despite that, cramming remains a common practice to students, especially in high-pressure academic environments. For some students, it becomes a habitual response to tight deadlines and high expectations. However, alternatives such as spaced repetition, active learning, and consistent study habits have been proven to yield better results without compromising well-being.
As highlighted by journalists like Oskar Cymerman (2017), educators and institutions play an important role in addressing this issue. By promoting effective study techniques and fostering a balanced approach to learning, they can help students break the cycle of cramming.