The effect of the 7th grade social studies course prepared according to the allestoric learning model on the social studies academic achievement of the students

The main objective of this study is to reveal the effect of the Social Studies course prepared with the allosteric learning model in the context of the 7th grade Culture and Heritage unit on students' attitudes, motivations, and academic achievements. The study was conducted using a mixed design. A quasi-experimental design was used in the quantitative part of the study, while interviews were used in the qualitative part. The study group consisted of a total of 36 students, including 18 experimental and 18 control group students, who were enrolled in a public school in the center of Rize during the 2024-2025 academic year. The experimental procedures were analyzed using the SPSS 20.00 program, while the qualitative data were analyzed using content analysis. The findings of the study show that there is a statistically significant difference in the academic achievement and retention scores of the experimental group students who were taught using the allosteric learning model. This indicates that the allosteric learning model has a positive impact on students' academic achievement. In terms of attitude and motivation scores, no statistically significant difference was observed in favor of the experimental group. According to the qualitative results of the study, it was observed that the experimental group students expressed positive views about the allosteric learning model.