Factors effecting student motivation are important and must be considered if the performance of future student cohorts is to be improved. Theories regarding the interaction of ‘expectancy and value’ have been set out. Because the relationship is multiplicative it is necessary to ensure that both ‘expectancy and value’ are present within the psyche of each and every student for each and every task assigned. This work critically appraises the delivery of a level 5 module over two successive academic years and demonstrates the application of ‘expectancy-value’ theory in module improvement. A formative course work was modified to align the outcomes with the summative coursework which resulted in significantly improved student motivation due to the addition of previously lacking ‘value’. Ideas are presented for the final summative coursework which could also bring significant benefits. However, these have not yet been adopted due to the real difficulties associated with group working. Both ‘value’ and ‘expectancy’ were initially lacking from different course works and were resulting in reduced student motivation
