The Effect of Allosteric Learning Model on Students’ Academic Motivation And Success in English Language Class

Mervenur Yıldırım; Ayşenur Kuloğlu

Article Details

The Effect of Allosteric Learning Model on Students’ Academic Motivation And Success in English Language Class

Authors:

Mervenur Yıldırım | Ayşenur Kuloğlu

Publisher:

Dokuz Eylul University

Main Topics:

Eğitimde Program Geliştirme

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 64, pp.2069-2088

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001353442

pISSN:

2602-2850

Keywords:

Abstract:

 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 studying in a public secondary school in Elazığ in the 2023-2024 academic year. In this study, a quasi-experimental design 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 used. 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.

 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 studying in a public secondary school in Elazığ in the 2023-2024 academic year. In this study, a quasi-experimental design 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 used. 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.

 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 studying in a public secondary school in Elazığ in the 2023-2024 academic year. In this study, a quasi-experimental design 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 used. 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.

 This study aimed to investigate how the Allosteric Learning Model influences the academic motivation and performance of 7th-grade students in English classes. The participants included 67 students attending a public middle school in Elazığ during the 20232024 academic year. The research was conducted using a quasi-experimental design with pre-test and post-test control groups, and the intervention was implemented over a six-week period. The experimental group received English instruction following the principles of the Allosteric Learning Model, while the control group continued with the standard curriculum. Both groups completed an academic motivation scale and an English achievement test before and after the intervention. The academic motivation scale was developed by Vallerand et al. 1992 and adapted into Turkish by Yurt and Bozer 2015, with a reliability coefficient of α  .91. The academic achievement test was developed by the researcher and its content validity was ensured through expert opinions.The results, derived from dependent and independent samples t-tests, indicated a statistically significant improvement in the experimental groups motivation levels. In addition, post-test scores in academic achievement for the experimental group were notably higher than their pre-test scores. These findings suggest that the Allosteric Learning Model is more effective than the existing curriculum in fostering student motivation and improving academic outcomes in English education.

Article Details

The Effect of Allosteric Learning Model on Students’ Academic Motivation And Success in English Language Class

Authors:

Mervenur Yıldırım | Ayşenur Kuloğlu

Publisher:

Dokuz Eylul University

Main Topics:

Eğitimde Program Geliştirme

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 64, pp.2069-2088

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001353442

pISSN:

2602-2850

Allosteric learning

english language teaching

academic motivation

academic successAllosteric learning

english language instruction

student motivation

academic achievement.

Issues

Article Details

Authors: Mervenur Yıldırım | Ayşenur Kuloğlu

Publisher: Dokuz Eylul University

Main Topics: Eğitimde Program Geliştirme

Journal: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 64, pp.2069-2088

Document Type: Article

Publication Date: 6/2025

Document Language: Turkish

Document ID (Org No.): 2001353442

pISSN: 2602-2850

Issues

Authors:

Mervenur Yıldırım | Ayşenur Kuloğlu

Publisher:

Dokuz Eylul University

Main Topics:

Eğitimde Program Geliştirme

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 64, pp.2069-2088

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001353442

pISSN:

2602-2850