The Relationship Between Flipped Learning Readiness and Metacognitive Self-Regulation in Science Lessons

Because the flipped learning approach allows learners to take greater responsibility for their own learning and requires a higher degree of self-regulation, this study aims to examine the possible relationship between these two constructs. The research employed a descriptive design within the framework of quantitative methods, specifically utilizing a relational survey model. The study group included 130 middle school students enrolled in two different schools in Erzurum, Turkey, during the 2025–2026 academic year.Analysis of the results revealed no significant gender-based differences in either students’ flipped learning readiness or their metacognitive self-regulation skills in the context of science education. Regarding students’ access to online resources while preparing for science lessons, findings indicated no variation based on flipped learning readiness levels, although differences emerged in relation to metacognitive self-regulation levels.When students’ academic achievement in science was examined alongside their flipped learning readiness and metacognitive self-regulation scores, a moderate yet significant correlation was found between academic success and both variables. Furthermore, a positive and statistically significant relationship was identified between students’ flipped learning readiness and their metacognitive self-regulation skills.