The effect of the flipped classroom model (FCM) on high school students’ science motivation and achievement in an urban public school was examined using a quasi-experimental pretest/posttest design. Over 4 weeks, sixty students engaged in the FCM and 62 students engaged in the traditional classroom model. Motivation was measured using the Science Motivation Questionnaire (SMQ-II), and achievement was measured using the Endocrine System Unit Test (ESUT). A statistically significant difference in students’ composite levels of motivation when engaging in the FCM as compared with the traditional face-to-face model was found, with a statistically significant difference among the self-efficacy subscale only. A significant difference in academic achievement was not found. The implications of the research and suggestions for future examination are discussed.

翻转课堂模型（FCM）对城市公立学校中学生的科学动机和成就的影响使用准实验的前测/后测设计进行了检验。在4周的时间里，有60名学生参加了FCM，有62名学生参加了传统课堂模式。使用科学动机问卷（SMQ-II）来衡量动机，并使用内分泌系统单位测试（ESUT）来衡量成就。发现与传统的面对面学习模型相比，参加FCM时学生的综合动机水平有统计学意义的差异，仅自我效能感量表之间存在统计学意义的差异。在学术成就上没有发现显着差异。