I am teaching Linear Algebra this semester, with pre-recorded classes and weekly meetings, and the students have a few short and simple exercises to solve every week, which count a bit (20%) to their final course grade.
This was designed in order to make sure that the students study a bit every week, and do not postpone studying the subject to the very last minute, as experience tells me and my colleagues that this is extremelly inefficient, specially in a (relatively) abstract course as Linear Algebra (this course focuses on abstract finite-dimensional Linear Algebra, with reduced use of matrices and linear systems, which are studied in a previous course).
However, I noticed that most student just leave their weekly assignments to the very last minute. Out of 51 students, only 2 have even opened this week's assignment assignments, which are due on Sunday, as of Friday.
As expected, the previous assignments grades are low, bordering on 60% mark. I should also add that they can take the weekly assignments as many times as they want to improve their grades, and the assignments are quite easy.
So I am looking for references (articles published in reputable peer-reviewed journals) which discuss the different practices of studying; e.g. comparing studying a bit every day vs accumulating a lot of material to study all at once, and how those different approaches affect mathematics learning.
I'm not even sure of what terms I should be looking for, as this is not my are of expertise, but I found that "cramming" seems to be related to the second approach mentioned above. All I could find were a few articles mentioning that cramming can be effective for students who already have good study habits, or for areas other than mathematics.
I'm looking for reputable articles comparing different ways of studying mathematics (spacing out the material or condensing it).