Does making content relevant make a difference in learning?

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Abstract
Instructors consistently search for methods to enhance students’ motivation and learning. Immediacy and relevance have been linked to increased motivation in the classroom. The purpose of this study was to extend research by Frymier and Shulman (1995) that found immediacy and relevance to be associated with one another. A 2 (high and low immediacy) x 2 (high and low relevance) experimental design was used to investigate the interaction between immediacy and relevance and their impact on motivation and learning. Results indicated that immediacy had a significant impact on motivation and learning, while relevance did not. The manipulation of relevance was problematic and is discussed extensively.