The effects of guitar instruction with reference to metacognitive self regulation on sight playing, awareness and attitude.

The aim of this study is to determine the effects of guitar instruction with reference to metacognitive self regulation on sight playing performance, metacognitive self regulation awareness and attitudes related sight playing. The study performed 5 second year-class students who had ever enrolled guitar Individual Instrument III (Guitar) at Music Teacher Training Program at Harran University in 2014-2015 academic year. In this study, without control group pre test- post test experimental design were used. During the study, 2 hours of guitar instruction accordingly metacognitive self regulation phases for 10 weeks was carried out with the students. The transcript of each lesson is a work in accordance with the course content and 20 pieces have been studied in this context. To determine performance of sight playing, "sight playing performance rubric"; in order to determine the awareness of metacognitive self regulation, "the metacognitive self regulation awareness interview form" and in order to determine the attitudes of students towards sight playing attitude "scale of sight playing" was applied. All the measurment tools were developed by the researcher. For the analysis of data obtained in the research, dependent samples t-test, Chi squared and Variance analysis were used. Also for homogeneity of the group and assumptions of analysis, Levene's and Kolmogorov-smirnov tests were used. As a result of research, there has been significant differences in sight playing performance scores, awareness of metacognitive self regulation and attitude of sight playing scores of the students. Key Words: Guitar Education, Metacognition, Self Regulation, Attitude, Sight Playing.