Posted 7:31 a.m. Monday, Sept. 28, 2026
Helping Students See the Value in Learning
By Marjorie Bazluki, Senior Instructional Designer
(Edited with AI)
How do I convey the importance of the subject matter to my students in a way that is relatable?
Think back to when you were young. One of the questions you likely asked most often was, Why?
Why do I have to do this?
Why does this matter?
Why can't I do it this way?
Many of us asked "why" so frequently that adults eventually responded with the familiar phrase: "Because I said so." While that answer may have ended the conversation, it rarely satisfied our curiosity. In some ways, it unintentionally discouraged the very questioning that drives learning.
As instructors, we understand the value of our disciplines, assignments, and learning activities. We know why a concept matters, why a particular skill is worth developing, and why an assignment is structured the way it is. The challenge is helping students see that same value.
One of the most common concerns students express is that a class, assignment, or even an entire subject area feels pointless. While there are many reasons students may feel this way, one contributing factor may be that they have never been shown the purpose behind what they are being asked to learn.
As content experts, it can be easy to forget what it was like not to know what we now know. Connections that seem obvious to us may be invisible to students encountering the material for the first time. If students are struggling to see the relevance of what we teach, one of the most effective strategies is surprisingly simple: make our reasoning visible.
Make the Purpose Visible
Research suggests that students experience greater learning gains when instructors explicitly communicate their learning goals and explain the reasoning behind instructional decisions (Winkelmes, 2013). Similarly, students are often more willing to engage in unfamiliar learning activities when they understand the purpose behind them and what they stand to gain from the experience (Bok Center, 2002/2010).
One simple strategy is to make the "why" behind your teaching more transparent.
As you plan a lesson, assignment, or activity, consider not only the learning objectives but also the value behind them:
- Why does this concept matter?
- Why are students learning this skill?
- How does this assignment support their growth?
- How might this knowledge be applied beyond the classroom?
The answers do not always need to be shared through a formal explanation. Sometimes the why can be introduced at the beginning of a lesson. Other times, it can be woven into discussion, examples, reflection activities, or conversations about real-world applications.
A Small Change with a Big Impact
The goal is not to convince students that every assignment will be exciting or immediately useful. Rather, it is to help them see the connection between what they are being asked to do and why it matters.
When students can clearly see the "why," they are often more willing to engage with the "what" and persist through the challenges that meaningful learning requires.
