The effect of metacognitive strategies-based teaching practice in guitar education on performance achievement

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 Muğla Sıtkı Koçman 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.