This research study sought to look at how the flipped classroom model of education could affect students' performance in classes as well as how well it affected their self-determination (autonomy, competence, relatedness). The study involved comparing a flipped classroom approach compared to the typical in-person class, to see if focusing on collaborative, interactive activities in class with help from the teacher might be better for learning. Through three classes (ICT, Algebra, and Humanities), each with their own experimental (flipped) and control (in-person) conditions, the study tried to answer three questions:

• did flipped classrooms improve learning outcomes?
• did it help with student satisfaction?
• what effects were there on self-determination for students?