Article Title

Student Perspectives on Summer School Versus Term-Time for Undergraduate Mathematics


Earlier studies at The University of Sydney indicate that students undertaking certain first year mathematics units in intensive mode of delivery (IMD) achieved superior learning outcomes compared to those completing the same units during the semester. The aim of this study is to survey students that took any undergraduate mathematics units offered in IMD over the period 2009-2016, asking them to compare summer school with semester learning environments. While data suggest that the learning environment is overwhelmingly in favour of summer school, there are features of both modes that appear to be successful. This leads to a flow-diagram, akin to Biggs’ Presage-Process-Product (3P) model, emphasising presage and temporality.


tertiary mathematics education, summer school, intensive mode delivery, grounded theory, phenomenography, presage-process-product model

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