In fact they see it as a boring exercise for the teacher to come in class and start giving a spacing effect in relation to their various performances in class.
Benefits of Spacing Effect to Students.
Researchers of the affectivity of spacing effect to students reveal a variance in how important the student view spacing effect (Jones, 2011). There are students who perceive the spacing effect as a show of caring. The students tend to perceive the teachers response to their performance as a sign of concern and caring of their well-being. This perception is very helpful is enhancing the students morale in learning. He or she will always tend to develop a sense of responsibility to perform well as reciprocity to the teachers caring. Students who feel that they are cared for also tend to be relaxed in their studies; they demonstrate little or no emotions and anxiety, which helps them to concentrate on their studies (Sobel, Cepeda & Kapler, 2011). Spacing effects to students serve as a control measure to the learner's anxiety and emotions. Spacing effect on their performance gives them a relief; they feel special and encouraged, thus helping them to relax (Brookhart, 2008). Emotions can be disadvantageous to the smooth learning of the student, especially when the student is not performing well. Students tend to develop a lot of anxiety when they are not in a position to perform to the expectations, but spacing effects help them to get a clear picture of where they went wrong and how they can manage the situation in order to excel (Jones, 2011). .
Encouragement of student is another positive effect of spacing effect to students. Students perceive spacing effects as an incentive to good performance, many who perform poorly lay blame on lack of enough spacing effect from their teachers to be the main contributory factor to their dismal performance. A spacing effect of the student's good performance is perceived as an affirmation of his or her achievements, which gives him or her the morale to work extra hard in order to maintain the same performance or advance on the same (Brookhart, 2008).
