A comparison of the effect of two revision techniques on the academic performance of students in senior high school chemistry was conducted. The underlying psychological theory had suggested that the technique which promoted the greatest amount of deep-level processing should be the one which created the most significant academic gains for the students who carried it out. It was also attempted to distinguish between the two revision techniques on the basis of the results they produced in both descriptive and quantitative material. Finally any sex differences in performance were also investigated for the two revision techniques. The results showed that there was an insignificant difference between the two techniques on all the factors which were statistically examined except the relationship between academic performance and the student' s ability on revision exercises. This result calls into question some of the underlying premises about the students' ability to construct concept maps.