This study explores whether extending course duration at LTH enhances student performance, assuming that prolonged exposure allows deeper understanding, learning experience, and improved academic outcomes. A mixed method research approach was used by conducting a statistical data analysis, a student survey and teacher interviews. There was a large variance of opinions in our qualitative methods, and the quantitative analysis was slightly in favor of short courses. Overall, our findings point towards better student performance for shorter courses. However, due to the limitations of our approach we cannot give a final conclusive answer, as more research would be needed for that.
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