Abstract
This study aimed to investigate the effectiveness of a flipped classroom for students' academic performance and satisfaction. A mixed methods research design was used to compare the two approaches of a traditional lecture and flipped classroom. Data were gathered via an achievement test, survey questionnaire and interviews, and then analysed. The results indicated a statistically significant difference in students' academic performance for the flipped classroom group. Additionally, almost all students had a high level of satisfaction in the flipped classroom and generally enjoyed learning in the flipped classroom environment. Online materials, peer discussions and the instructor's role were fundamental elements that produced high-quality learning and active learners. However, few students reported some issues that considered as the main obstacles encountered by some students, which were the week computer skills and time-consuming tasks. This study's implications and recommendations for further research are discussed.