The spacing effect strategy is widely used in the education sector, especially at the university level as a students assessment tool. It has been central to students learning. Spacing effect strategy in learning is being widely embraced in bettering the learning of students. The strategy involves the teachers giving the students a remark on their performance in class as well as main exams in relation to how they fared on. The usage of this strategy has come under scrutiny, which has seen many researchers contacted in order to ascertain its effectiveness. The benefits and challenges of this strategy have been emphasized in various researches, thus shedding more light on its utility to learners. This paper will be seeking to study the benefits and challenges of this strategy to students.
Introduction.
In order to help teachers detect any variance is students perception in the learning process, there has been a growing emphasis of on the use of student-centered research studies (Jones, 2011). The students' perception on what is bad or good teaching practice has been unraveled by various researches on the spacing effect process in education. Students have often mentioned factors that are not captured by the education experts who drew the learning curriculum. The students who excel academically have been discovered to view the spacing effect process as a tool that enhances the learning process. Students get more informed via this system, they gain more understanding of their strengths and weakness, thus being in a position to seek relevant assistance from the teaching staff and their fellow students in order to improve on their academics. The intelligent students who preferred surface approach tends to have little interest in understanding the material used (Stella Hurd, 2008). To them, what matters most is the grade they scored, not how they scored it. The essence of the spacing effect explaining their score is not important.
