Abstract
This study aimed to assess students' perceptions of flipped learning environments after they participated in inverted computer courses. A mixed-method approach was used for the research. The sample included 197 ninth-grade students from two high schools in Almaty, Kazakhstan. In the study, the students were given computer education that was turned upside down. The research data were collected with the “flipped learning student engagement scale” (FLSES) and student interview form applied after the education was given to the students. The data collection tools used in the study were developed by the researchers. The independent samples t-test was used in the analysis of bivariate data, and one-way analysis of variance (ANOVA) was used in the analysis of data with more than two variables. It was deemed appropriate to use the content analysis method in the analysis of the qualitative data of the research. The results obtained from the study reveal that students' scores on the reverse learning student engagement scale were higher after the flipped computer training. The majority of the students who joined the research stated that they preferred flipped learning environments to traditional learning environments in the computer course. While providing the opportunity to reinforce the subject was shown as the advantage of the flipped learning environment, most of the students said that they did not recognize any disadvantages of the flipped learning environment.