The purpose of this study was to investigate if there are any differences in the effects of flipped learning in accordance with learning factors, teaching factor, class factor and to thoroughly analyze how variables work effectively in context after reasoning out flipped learning variables that affect achievement and personality.
In order to achieve this purpose, the research questions were as follows:
1. Do learning factors (motivation, participation) have positive effects on achievement and personality in flipped learning?
2. Does teaching factor (teaching attitude) have a positive effect on achievement and personality in flipped learning?
3. Does class factor (interaction) have a positive effect on achievement and personality in flipped learning?
4. Does personality have a positive effect on achievement in flipped learning?
5. Is the hypothetical model indicating relationship between learning factors (motivation, participation), teaching factor (teaching attitude), class factor (interaction) and achievement and personality valid in flipped learning?

The survey was conducted on 236 middle and high school students in Chungcheongbuk-Do, who studied for 8 weeks, 2～4 hours per week in flipped classrooms. At first, SPSS statistical analysis was employed to analyze the preliminary data. After that, structural equation modeling analysis was employed to test the relations among variables and verify the hypothetical model. The structural equation modeling analysis was carried out through analyzing the hypothetical model, examining suitability and validity of the measurement tools and finally examining suitability and validity of the hypothetical model.

The major findings of this study are as follows:
First, learning factors (motivation, participation), teaching factor (teaching attitude), class factor (interaction) are suggested as independent variables and achievement and personality, which are learning effects, are suggested as dependent variables in the research model.
Second, considering learners'' average awareness of the flipped learning variables, learners think positively about teaching attitudes, interaction, personality and motivation, in that order, and then achievement and participation come next.
Third, comparing two groups'' average awareness of the flipped learning variables, in the case of gender, teaching attitude and interaction were relevant for girls. In the case of grade, teaching attitude, interaction, achievement and personality were relevant for high school students. In the case of subject, motivation, participation, teaching attitude, interaction, achievement, all except for personality were relevant for students who studied science.
Fourth, looking through how much the flipped learning variables affect achievement, motivation affects achievement the most, followed by interaction and participation.
Fifth, looking through how much the flipped learning variables affect personality, interaction affects personality the most, and then teaching attitude comes next. This means that interaction in a classroom is the most important factor in building personality.
Sixth, as a result of verifying the research model, motivation, participation and interaction have direct effects on achievement and teaching attitude and interaction has direct effects on personality.
Seventh, as a result of verifying the research model, the hypothetical model indicating relationship among motivation, participation, teaching attitudes, interaction, achievement and personality is valid.

Such results suggest the following strategy for successful flipped learning:
First, strategy for raising students'' pre-participation is essential because connection between homework and classwork is very important in a flipped classroom. Students'' preparation as participants in class is affected by their pre-participation, also this study examined that participation has a direct effect on achievement. Therefore, to enhance students'' participation in pre-learning, support is needed to make students access pre-learning materials easily.
Second, to improve achievement and personality, interaction is very important in flipped learning. Interaction, in other words relations, is the key point in a flipped classroom. In this case, interaction means not only the relations between a teacher and students, but also peer learning with other students. Through peer learning, students learn how to make relationship with others, how to communicate and how to consider others. Team activities with high involvement promote students'' achievement. As a result, interaction in flipped classroom has a positive effect on achievement and personality.
Third, concerning that teaching attitudes has a positive effect on building personality, teachers need enthusiasm and permissive, democratic attitudes in preparing and carrying out lessons. Teachers who are friendly, considerate and encourage at the right moment and put emphasis on communication and cooperation build democratic atmospheres in classrooms and help students make relationships with others. Therefore, teachers'' enthusiastic attitudes, interaction with students and effort to communicate play important roles in a flipped classroom.

Such results have following educational meanings:
First, by investigating variables that affect flipped learning effects, this study helps set teaching-learning strategy for successful flipped learning.
Second, although effectiveness of flipped learning is widely known through reported cases, this study proves statistically that flipped learning has a positive effect on students'' achievement and personality.
Third, although interaction in classes has been underestimated so far, this study verifies the importance of interaction in the structural relations model and helps clarify the relationship among variables by examining direct or indirect effects and the significance of them.