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The present study examines the impacts of cooperative learning in 72 second-year students from different careers at the Technical University of Babahoyo in Research Methods in Education for nine weeks. Seventy-two students were divided into two smaller groups of 36 students. A teacher was assigned to teach these two groups of students. Cooperative learning was applied for the experimental group, while lecture-based teaching became the control group throughout the course. The result of the study breaks a significantly higher learning motivation in the experimental group than in the control group. Suggestions for innovation in teaching methods and further research are suggested to popularize more cooperative learning for better learning outcomes.