eng Science and Education Publishing American Journal of Educational Research 2327-6150 2022-09-14 10 9 560 570 10.12691/education-10-9-8 EDUCATION20221098 article S¨¹leyman ?k 1 Mustafa Tuncay Sar?ta? tsaritas@balikesir.edu.tr 2 Institute of Sciences, Balikesir University, Bal?kesir, T¨¹rkiye Department of Computer Education & Instructional Technology, Balikesir University, Bal?kesir, T¨¹rkiye This study aims to seek the effect of flipped classroom method on students¡¯ academic achievement in computer programming lessons and to find out the correlation between flipped classroom method and variables affecting self-regulatory learning skills (i.e., self-efficacy, anxiety, satisfaction, interactive learning environments, usability, and self-regulation). A pre-test and post-test control group quasi-experimental design was used in this study. Participants are 252 vocational college students registered to the electronics and communication technology department at a state university in Bal?kesir, Türkiye. Computer programming achievement test and self-regulation scale which was developed by [1] and adapted to Turkish by the researcher were used as data collection tools. The findings of the study revealed that flipped classroom group has outperformed the traditional classroom in terms of academic achievement. Additionally, significant and positive correlations were found between academic achievement and variables affecting self-regulation for flipped classroom method while there is a significant and negative correlation between academic achievement and anxiety. http://pubs.sciepub.com/education/10/9/8/education-10-9-8.pdf flipped classroom method programming education academic achievement self-regulation