Abstract
The aim of the research is to identify the effect of the peer learning strategy in developing self-regulated learning for first-year intermediate students in the science subject. The research sample was chosen from the first intermediate grade students at (Sana'a) School in Nineveh Governorate, and it reached (57) students. In order to achieve the goal of the research and test its hypothesis, the researcher prepared a main tool, namely: the self-regulated learning scale, which consisted of (27) paragraphs in the final form, and the re-test method was used to find reliability, which amounted to (0.71). The data were processed statistically using the t-test for two independent samples. The results showed that there were statistically significant differences in favor of the experimental group in the development of self-regulated learning.
