Rehearsal and rote learning

Interleaving and blocking[edit]
Blocking is studying one topic at a time. Interleaving is another technique used to enhance learning and memory; it involves practicing and learning multiple related skills or topics.^[27][28] For example, when training three skills A, B and C: blocking uses the pattern of AAA-BBB-CCC while interleaving uses the pattern of ABC-ABC-ABC.^[28] Research has found that interleaving is superior to blocking in learning skills and studying.^[27][28]
Retrieval and testing[edit]
One of the most efficient methods of learning is trying to retrieve learned information and skills.^{[27][29][30][31][32]} This could be achieved by leveraging the testing effect including: testing, quizzing, self-testing, problem-solving, active recall, flashcards, practicing the skills, and other.^{[27][29][33][34][35]}
Time management, organization and lifestyle changes[edit]
Often, improvements to the effectiveness of study may be achieved through changes to things unrelated to the study material itself, such as time-management, boosting motivation and avoiding procrastination, and in improvements to sleep and diet.
Time management in study sessions aims to ensure that activities that achieve the greatest benefit are given the greatest focus. A traffic lights system is a simple way of identifying the importance of information, highlighting or underlining information in colours:

• 
  Green: topics to be studied first; important and also simple
  
• 
  Amber: topics to be studied next; important but time-consuming
  
• 
  Red: lowest priority; complex and not vital.
  

This reminds students to start with the things which will provide the quickest benefit, while 'red' topics are only dealt with if time allows. The concept is similar to the ABC analysis, commonly used by workers to help prioritize. Also, some websites (such as FlashNotes) can be used for additional study materials and may help improve time management and increase motivation.
In addition to time management, sleep is important; getting adequate rest improves memorisation.^[36] Students are generally more productive in the morning than the afternoon.^[37]
In addition to time management and sleep, emotional state of mind can matter when a student is studying. If an individual is calm or nervous in class; replicating that emotion can assist in studying. With replicating the emotion, an individual is more likely to recall more information if they are in the same state of mind when in class. This also goes the other direction; if one is upset but normally calm in class it's much better to wait until they are feeling calmer to study. At the time of the test or class they will remember more.^[38]
While productivity is greater earlier in the day, current research suggests that material studied in the afternoon or evening is better consolidated and retained. This is consistent with current memory consolidation models that student tasks requiring analysis and application are better suited toward the morning and midday while learning new information and memorizing are better suited to evenings.^[39]
The Pomodoro Method is another effective way of increasing the productivity a set amount of time, by limiting interruptions. Invented in the 1980s, the Pomodoro Technique segments blocks of time into 30-minute sections. Each 30-minute section (called a Pomodoro) is composed of a 25-minute study or work period and a 5-minute rest period. And it is recommended that every 4 Pomodoro's, should be followed with a 15-30-minute break. Though this technique has increased in popularity, it hadn't been empirically studied until more recently. A software engineering corporation found that employees using the Pomodoro Method saw a decrease in their work flow interruptions and an increase in their satisfaction. by being mindful of wasted time during study, students can increase their learning productivity.^[40]
Journaling can help students increase their academic performance principally through reducing stress and anxiety. Much of students’ difficulty or aversion to analytic subjects such as math or science, is due to a lack of confidence or belief that learning is reasonably within their abilities. Therefore, reducing the stress of learning new and/or complex material is paramount to helping them succeed. Students without access to an outside source of support can use journaling to simulate a similar environment and effect. For example, Frattaroli, et al., studied students that were preparing to take graduate study entrance exams, such as the GRE, LSAT, and MCAT. They found that students’ journal entries recorded immediately before taking these historically stress-inducing tests followed a similar logical flow; where during the beginning of writing, participants would express fear or concern toward the test. However, through the course of writing their experiences down, participants would encourage themselves and ultimately cultivate hope in upcoming exams. As a result of this, those who journaled immediately before these tests reported a lower amount of anxiety, and a better test result.^[41]