The effect of text type variable on secondary school students' attitudes towards summarizing

In this study, the effect of the text type variable on secondary school students' attitudes towards summarizing was investigated. The experimental method with pretest-posttest control group was used in the research. The study group consists of a total of seventy-five students in groups of twenty-five students from the 8th graders studying at Demir Karamancı Secondary School in Melikgazi District of Kayseri in the 2021-2022 academic year. "Attitude Towards Summarization Scale" was used as a pretest before the experimental process and as a posttest after the experimental process. The experimental process started in the first week of February in the 2nd Term of the 2021-2022 academic year and ended in the last week of May. After all groups were subjected to the pretest, one of the experimental groups wrote summaries of the informative texts in the Turkish textbook, the other wrote the summaries of the narrative texts using summarization strategies, and the students in the control group was taught the lessons in line with the normal lesson plan. At the end of the process, all groups were subjected to a posttest. The data obtained at the end of the experimental process was analyzed using the analysis program. Skewness, Kurtosis and Shapiro-Wilks tests were applied to determine whether the data showed normal distribution. When it was understood that the data did not have a normal distribution, it was decided to apply non-paremetric tests. Kruskal-Wallis H tests were applied to compare the scores of the experimental and control groups, and no significant difference was seen in the belief sub-dimension and liking sub-dimension according to the pretest scores. According to the posttest scores, a significant difference was found in the belief sub-dimension, but no significant difference emerged in the liking sub-dimension. Post-Hoc analysis was conducted to determine which groups the difference was between. Within the scope of Post-Hoc analyses, belief subscale scores were compared in pairs using the Mann-Whitney U test. As a result of the analysis, a significant difference was found between the group that wrote informative text summaries and the control group in favor of the informative group. No significant difference emerged in other comparisons. Based on this, it was observed that there was an increase in the attitudes of the students who wrote informative text summaries in terms of believing in the importance of writing summaries, but there was no change in the attitude scores of the groups in terms of liking attitude. According to the findings, it was concluded that students who wrote informative text summaries believed more in the importance of writing summaries. In this context, it was observed that informative texts were one step ahead of narrative texts in the effect of the text type variable on the attitude towards summarizing.