Learning and teaching in summer: is it better and why?

Abstract

There is some anecdotal evidence that students taking first year mathematics and statistics units have superior learning outcomes and overall course satisfaction by completing these units at Summer School rather than during the standard term-time. This paper examines some of the issues and evidence, with the intention of initiating scholarly enquiries that investigate reasons and influences for improved performance and the success or otherwise of intensive courses in general. Such enquiries should be encouraged: findings may have implications for giving students appropriate advice, particularly for those at risk, and also for improving teaching practices and the quality of learning generally and, in particular, during term-time.