Piyano Eğitiminde Öğrenme Stratejilerinin Kullanılmasının Öğrencilerin Başarılarına ve Üstbilişsel Farkındalıklarına Etkisi Impact of the Use of Learning Strategies in Piano Education on Students’ Achievement and Metacognitive Awareness

Abstract

The purpose of this study is to determine the impact of the use of learning strategies in piano education on students’ achievement and metacognitive awareness. According to the education model programmed in order to achieve the objective of the study, an educational program for piano courses including the activities using the learning strategies, for a period of 14 weeks and consisting of 14 units has been prepared. The study sample (N=20) consists of the second class (grade) piano students continuing their piano education during the academic year 2008-2009 in Music Teacher Education Programme of Marmara University, Ataturk Faculty of Education, Department of Fine Arts Education. The study was designed in accordance with the experimental design pattern with pretest-post-test control group. In order to achieve the results of the study, two measurement tools have been used, an achievement test and the Metacognitive Awareness Inventory. As a result, students in the experimental group demonstrated considerable improvement in terms of achievement in their piano classes, and in metacognitive awareness. Furthermore, improvement that accomplished by the experimental group is significantly advanced compared to the students in the control group. In sum, it showed that the program, which is prepared for this research to advance the learning strategies, outstandingly enhances students’ achievement in their piano classes, and in metacognitive awareness compared to the students who are educated with traditional methods. Key words: Piano education, learning strategies, piano course achievement, metacognitive awareness.