The aim of this study is to examine the academic achievement scores of the mole concept and chemical calculations units, the effect of the teaching on science process skills, the dominant learning styles of the students and the differences in self-learning skills of the students, mediated by the instructional material prepared in digital environment and teaching with the flipped classroom model. The study was designed as a quasi- experimental design with a pretest-posttest control group model from quantitative research methods, was conducted with 10th grade students (n=90) as two experimental and one control group for 10 weeks in the fall semester of the 2019-2020 academic year. Academic achievement test, science process skills test, learning styles scale and self- directed learning skills scale were used as data collection tools. As research findings, it was identified that the teaching model differentiated by constructivist approaches applied to the two experimental groups did not make a difference in terms of science process skills, but it made a difference in terms of self-directed learning skills and academic achievement test prepared for two units. In addition, the effectiveness of the flipped classroom model in increasing academic achievement in participatory and independent learning style dominant student groups came to the forefront.