Abstract
This study aimed to investigate the impact of a flipped classroom on the self-regulated learning (SRL) and academic achievement of seventh-grade junior high school students. A quantitative approach was used to compare the traditional and flipped classroom approaches. The data were obtained using the Motivated Strategies for Learning Questionnaire (MSLQ) along with students achievement scores. Cognitive learning strategies and metacognitive self-regulation strategies were investigated as indicators of students SRL strategies. The results indicated that 64 seventh-grade participants demonstrated a good-to-high level of practicing SRL within the flipped classroom environment. Moreover, the student participants appeared to self-regulate their metacognitive learning strategies in the flipped classroom environment more than those in the traditional learning environment. In terms of their academic achievement, no statistically significant difference was detected between the traditional and flipped classrooms. Associations between the students SRL and academic achievement were identified, and several implications and recommendations were derived.