COLLEGE students have expressed differing opinions on whether higher education emphasizes memorization over true learning and whether activities focusing on practical application are more valuable than exams that test the ability to recall facts.
Rubielyn Anne Bazan, a second-year Bachelor of Special Needs Education – Generalist student from Cebu Normal University (CNU), emphasized that critical thinking and problem-solving are central to her studies.
“While memorization is necessary, the focus is on applying knowledge and developing practical solutions,” Bazan said.
According to Bazan, exams assess both her ability to memorize information and her understanding of concepts. She mentioned that some exams challenge her problem-solving skills, while others test her ability to recall facts.
Lovelyn Coyoca, a third-year Bachelor of Secondary Education – English student from the Asian College of Technology, believes that students should balance critical thinking and information retention for real-life application.
“For me, memorization is good, but it’s much better to familiarize, not memorize, because there is a tendency that you will forget,” Coyoca shared.
Ferdinand Gil Agnes, a third-year Bachelor of Science in Mechanical Engineering with Mechatronics student from Cebu Institute of Technology – University (CIT-U), feels that college has made him more focused on memorization.
“Many courses focus on recalling facts, formulas and step-by-step solutions instead of encouraging students to explore the ‘why’ behind concepts,” Agnes noted. He explained that his coursework leans more toward memorizing formulas, theories and technical information rather than fostering critical thinking and problem-solving abilities.
“Many subjects require me to recall equations and follow set procedures to solve problems, but they don’t always encourage me to think beyond structured methods or apply concepts to unfamiliar situations,” he said.
However, Agnes added that hands-on projects and laboratory work provide more opportunities for creative problem-solving and analysis.
Andrae Airah Dayunot, an instructor from the Asian College of Technology, acknowledged that while college has made students smarter, the effectiveness of learning depends on how exams are administered.
“Our department ensures that exams measure what they intend to assess before administering them to students,” Dayunot explained. She also suggested that professors can encourage deeper thinking by asking questions that promote higher-order thinking skills.
“Questions that focus on Higher-Order Thinking Skills are greatly encouraged to be incorporated into classes,” Dayunot said.
Regarding the learning environment, Agnes described CIT-U as being more focused on preparing students for top board exam rankings. In contrast, Bazan described CNU as emphasizing comprehension and real-world applications.
“While grades are important, the emphasis is on truly grasping the concepts rather than just memorizing facts for exams,” Bazan noted.
When discussing alternatives to traditional exams, Bazan suggested methods such as peer reviews, reflective journals and project-based assessments. Agnes proposed focusing on portfolios that document design projects and research work as a better way to assess students’ learning.