The effect of Allosteric learning model on students' academic motivation and success in English language class

Technological developments that have started to directly affect our lives in recent years have also been reflected in educational environments. These developments have created the need for classroom environments to be adapted in parallel with today's developments in order for learning to be efficient and effective in the school environment. Therefore, instead of learning models that remain only theoretical, in which students sit at their desks and listen passively; It has become important for educators to use learning models in lessons that put students at the center of learning, enable them to internalize learning and make it permanent. The Allosteric Learning Model is one of the important models that puts the student at the center of learning. In this model, the student is involved in the process by taking responsibility for learning, as the mental designs previously created by the student are effective in constructing knowledge or changing the knowledge in the design. The purpose of this research is to examine the effect of the Allosteric Learning Model on the academic motivation and academic success of 7th grade students in English lessons. The study group of the research consists of 67 students (experimental group = 34; control group = 33) studying in a public secondary school in Elazığ city center in the 2023-2024 academic year. In this study, a quasi-experimental design with a pretest-posttest control group was used and the application process lasted a total of six weeks. Lessons were taught with the Allosteric Learning Model in the experimental group and with the traditional method in the control group. Academic motivation scale and academic achievement test were applied to both the experimental group and the control group before and after the experimental study. Academic Motivation Scale was developed by Vallerand et al. and adapted into Turkish by Yurt and Bozer (2015). The Cronbach-Alpha reliability coefficient of the Academic Motivation Scale was calculated as .91. The Achievement Test was developed by the researcher. The data obtained at the end of the application was analyzed with the SPSS 22 package program. Dependent groups and independent groups t-test analysis was used when analyzing the data. As a result of the research, a significant difference was found between the experimental group students and the control group students in the academic motivation variable in favor of the experimental group. This data revealed that the application of the Allosteric Learning Model in English lessons is more effective than the traditional method. In the academic achievement variable applied to the English course, it was determined that there was a significant difference in favor of the post-test between the pre-test and post-test scores of the experimental group students. According to the results obtained, it was stated that the Allosteric Learning Model had a positive contribution to learning.