Innovative teaching methods have significantly contributed to developing student-centered approaches in education technology. Among these, the flipped classroom has become a prevalent strategy in higher education. This method reverses the traditional teaching model by providing learners with pre-class materials, fostering advanced learning practices. This study explores the impact of the flipped classroom on student learning and academic achievement in a university-level physics course for engineering students. Data were collected through (i) student feedback on self-learning, instruction quality, and satisfaction via a survey and (ii) analysis of pre-test and post-test scores in both traditional and flipped classroom settings. Of the 98 students, 74 participated in the feedback survey. The study provides quantified data on the effectiveness of flipped classrooms and reveals that approximately 69% of learners reported improved understanding through this model. The findings show significant improvements in post-test scores, offering insights into the behavioral aspects of learners, including motivation and satisfaction.