The literature emphasizes that students’ summarizing abilities are inadequate. However, teaching summarizing strategies has gained importance, and different summarizing strategies have come to the fore. The study aimed to examine the effects of teaching summarizing strategies to 7th-grade middle school students on their summarizing success, perception of their self-efficacy for summarizing, and attitude towards summarizing. The study was conducted with 106 middle school students (7th grade). A pretest-posttest quasi-experimental design with a control group was used in the study. It was observed that the groups were equivalent before the application. Therefore, the dependent variable t-test was used as a parametric test. The “Summarizing Strategies Rating Scale”, the “Summarizing Self-Efficacy Perception Scale” and the “Summarizing Attitude Scale” were used as data collection tools. Data were analyzed using SPSS. The results showed that the experimental group achieved a significant difference compared to the control group in summarizing success, while despite improvements in their self-efficacy perception and attitude towards summarizing, no significant difference was observed. Strategy instruction should not be ignored in summarization education; students’ summarizing skills should be systematically developed in order to develop their self-efficacy perception and attitude towards summarizing positively.
Summarization, summarization strategies, summarization success, summarization self-efficacy perception, summarization attitude.