Service Learning Assignments: The Interesect Between Assignment Framing, Student Motivation, and Perceived Relevance

Abstract

Although learning has traditionally happened within the four walls of a classroom, as service learning courses become more prevalent, instructors are challenging their students to take learning outside of the classroom and into the community. Service learning has the potential to transform students and their learning, it is not widely known how to ensure students are motivated to complete these assignments and see them as relevant to their futures. This study used social determination theory and a 2X2 experimental design to survey 271 students about their motivation to complete a service learning project presented to them in an assignment sheet and perceived relevance of the assignment and overall attitude toward service learning. Findings indicate that overall students have positive attitudes toward service learning, are moderately motivated to complete service learning assignments, and see them as relevant. How the assignment sheet is framed largely does not have implications for these feelings.