Does cooperative learning increase students’ motivation in learning?

Abstract

The present study examines the impacts of cooperative learning on the motivation for 72 second-year Vietnamese higher education students in the Research Methods in Education over the nine-week course. Seventy-two students were allocated into two smaller groups of 36 students. The same lecturer was assigned to teach these two groups of students. Cooperative learning was applied for the experimental group, while lecture-based teaching was utilized in the control group for the whole course. The study outcome demonstrated significant higher learning motivation in the experimental group than that in the control group. Implications for innovation in teaching methods and further research are suggested to popularize more cooperative learning for better learning outcomes.