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Journal article
The effect of metacognitive strategies-based teaching practice in guitar education on performance achievement
Psychology of music, Vol.49(6), pp.1605-1619
11/01/2021
Web of Science ID: WOS:000601227700001
Abstract
This study aims to determine the effect of metacognitive strategies-based teaching practice in guitar education on preservice music teachers' performance achievement. Preservice music teachers (n = 20) who were enrolled in and in the process of attending the School Instruments III-Guitar course offered by the Department of Music Education, under the school of Fine Arts Education within the Educational Faculty of Mugla Sitki Kocman University in Turkey during the 2018-2019 academic year constituted the sample group of the study. The study was designed as an experimental study that included a randomized pretest-posttest control group. The results revealed that both the control group students with traditional current-based education and the experimental group students with metacognitive strategies-based teaching achieved improvement in their guitar performance. However, no significant difference was found between the teaching methods used because the study was carried out with a small group and therefore has a weak statistical power to detect an effect. The results further indicated that the metacognitive strategies-based teaching practice in guitar education, as an effective alternative to the traditional curriculum-based method, can be used to achieve improvement in preservice music teachers' guitar performance.
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Details
- Title
- The effect of metacognitive strategies-based teaching practice in guitar education on performance achievement
- Publication Details
- Psychology of music, Vol.49(6), pp.1605-1619
- Resource Type
- Journal article
- Publisher
- Sage
- Number of pages
- 15
- Copyright
- © The Author(s) 2020.
- Identifiers
- WOS:000601227700001; 99380501090606600
- Academic Unit
- Instructional Design and Technology; School of Education
- Language
- English