摘要：The aim of this study is to specify the effect of self-regulation strategies upon the instruction of secondary school 5th grade students, whom were given homework to do. In this research, pretest - posttest control group design of experimental method was used. Self-Regulation Learning Strategies Scale (SRLSS), the sub-dimension of the Motivated Strategies for Learning Questionnaire Scale (MSLQS), was used as tool to collect quantitative data, which was originally developed by Pintrich and de Groot (1990) and adopted to Turkish by Üredi (2005). This study includes 62 secondary school 5th grade students from two classrooms studying during the 2012 to 2013 school year. The study was handled upon one topic, lasted for five weeks. During this process, the instruction of self-regulation strategies was practiced by giving homework to the experimental group of students. Homework was used as an instrument to gain the self-regulation strategies. The students responded to forms of watching the results of self-regulation strategies after they finished their homework. The homework and the responded forms were controlled and feed backed by the researcher day by day. As a result of the study, it was performed that instruction by doing homework; for gaining the self-regulation strategies helps experimental group of students to get significant differences.
