Cramming vs Spacing in A-Level Chemistry: What the Science Says (and What Students Get Wrong)

Cramming gives the illusion of learning. Spacing creates real, durable knowledge.

Last-minute revision might feel productive—but is it helping or hurting your Chemistry grade?

We’ve all done it. The exam is looming, and suddenly you're powering through 8-hour revision sessions, binge-watching videos, and cramming past papers in a panic.

It might feel productive, but science tells us it’s not the best strategy. In this blog, we’ll explore why spaced revision (or “spacing”) consistently outperforms cramming, especially for A-Level Chemistry.

What is cramming?

Cramming means trying to learn a lot of information over a short period—often right before an exam.

Key features of cramming:

• Long, exhausting sessions

• Passive revision (rereading, highlighting)

• Short-term memory boost

• High stress

• Fast forgetting

What is spaced practice (or distributed learning)?

Spacing means breaking revision into shorter, spaced-out sessions over time. It involves revisiting topics repeatedly to strengthen memory.

Key features of spacing:

• 30–60 minute sessions

• Material reviewed multiple times

• Lower stress, higher retention

• Ideal for long-term understanding

Why spaced practice beats cramming every time

• Long-term recall is significantly better

• Reduces cognitive overload

• Improves performance across multiple topics

• Gives time for sleep-based consolidation

• Encourages active recall and interleaving

What research says about spacing

• Cepeda et al. (2006): Spaced learning improves retention by up to 200%

• Dunlosky et al. (2013): Spacing is among the most effective learning strategies

• Kornell & Bjork (2008): Students underestimate spacing—even after seeing results

Cramming vs Spacing in A-Level Chemistry

Here’s how they compare:

Feature	Cramming	Spacing
Session Length	3–8 hours at once	30–60 mins over time
Memory Retention	Low	High
Stress Level	High	Low
Retention After 1 Week	Poor	Strong
Best For	Short-term recall	Deep understanding

Why spacing is perfect for Chemistry

• Chemistry is cumulative—you need to remember Year 12 topics for Year 13 exams

• Topics are linked across papers (e.g. energetics, redox, rates)

• Spacing strengthens connections and encourages application, not just memorisation

Why students still cram (even though they shouldn’t)

• It feels productive in the short term

• It gives a false sense of confidence

• It’s what “everyone else” is doing

• It fits around deadlines and panic, not a plan

How to switch to spacing—even if exams are soon

Week 1–2:

• 2–3 short chemistry sessions a day

• Focus on one topic per session

• Use active recall + flashcards

Week 3–4:

• Rotate Paper 1 and Paper 2 topics

• Start full paper walkthroughs in spaced blocks

• Continue reviewing old topics every few days

Week 5–6:

• Prioritise harder content and past paper corrections

• Keep revisiting topics that gave you trouble

• Light review and confidence-boosting practice

How to make spacing work even better

Combine spacing with:

• Active recall (flashcards, blurting)

• Practice testing (past paper questions)

• Interleaving (mixing topics per session)

• Self-explanation (teach it back to yourself)

This builds long-term memory and exam confidence.

A real student’s experience

“I used to revise 8 hours the weekend before every test and still forget everything. When I switched to doing 30 minutes a day with a checklist and spaced flashcards, I started getting As. I remembered more with less stress.”
– Ruby, A-Level Chemistry student

Spacing is more sustainable

Spaced revision feels less intense, but it leads to better:

• Retention

• Understanding

• Exam performance

• Mental health

It’s a system, not a sprint.

Final thoughts: cram less, recall more

Cramming gives the illusion of learning. Spacing creates real, durable knowledge.

For a subject like Chemistry—with multiple papers, complex problem-solving, and layers of content—you need to revise like a scientist: through small experiments, repeated trials, and spaced repetition.

Want help creating a spaced revision plan for A-Level Chemistry?
Dr Marguerite Quinn is an experienced Chemistry tutor with a PhD and over 3,470 hours of one-to-one teaching experience. She helps students master the syllabus through tailored revision strategies and active recall techniques.

Book a 15-minute consultation today with Dr Marguerite Quinn