Abstract:

This study aims to reveal the effects of comprehension monitoring strategies on the metacognitive awareness level of violin students studying at the Music Education Department, Faculty of Fine Arts Education. In this study, mixed method was used. Pre and post tests were applied to both the experimental and control groups in the experimental part of this study. As qualitative part of this study, case study was used. The results of the study showed that the metacognitive awareness level of the experimental group outperformed the control group in terms of “declarative knowledge”, “procedural knowledge” and “conditional knowledge” sub-dimensions and “planning”, “information management strategies”, “comprehension monitoring”, “debugging strategies”, “evaluation” subscales. There were not any differences in the metacognitive awareness level of the participants in the control group when pre and posttests’ sub-dimensions and total results were compared. According to the findings of the interview questions, it was concluded that individual practices based on comprehension monitoring strategies were effective in terms of planning students' own studies, self-direction, trying to recognize and correct their mistakes, and motivation to work.

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