No description available.

The purpose of this study was to investigate the effects of cooperative learning activities and the STAD technique on students&rsquo / vocabulary retention. The relationship between students&rsquo / course achievement and type of vocabulary learning activities they engage in with respect to their retention levels were also investigated. The study was conducted with one elementary level group at BaSkent University. 22 students took part in the study. The participants were taught a total of 40 words, through 4 reading lesson plans, two of which implemented cooperative learning activities while the other two implemented group work activities. A pre-test on the target words was administered before each lesson, and a post-test was given two weeks after each lesson to see if there was any difference in students&rsquo / retention levels in favor of either technique. The data gathered were analysed through the t-test procedure and the regression analysis test. According to the results of these tests, cooperative learning activities produced better retention results than group work activities. The study also found that there is no relation between the students&rsquo / course achievement grades and their vocabulary retention scores.