| Abstrakt: |
Getting into a strong habit of practicing a musical instrument may be a way to achieve success for students who set their own goals in this profession. A metacognitive awareness on this route to the destination can fortify the strategies. This experimental research, designed to determine the effect of a metacognitive awareness-based violin teaching program on violin students' instrument practice habits, aimed to utilize the following learning strategies through metacognitive awareness: rehearsal strategies, elaboration strategies, organizational strategies, affective strategies, and comprehension monitoring strategies. In this context, experimental and control groups were formed by random assignment, and study data were collected using the "Instrument Practice Habits Scale." The study concluded that the practices aimed at improving metacognitive awareness in violin education affected the following sub-dimensions in the instrument practice habits of the experimental group violin students: "appreciating the practice," "interest and desire," "preparation for the practice," and "efficient time usage and regular practicing." In this context, encouraging students to plan, monitor, and evaluate their training has been recommended. [ABSTRACT FROM AUTHOR] |
