The study aimed to improve STEM students' Self-directed Learning (SDL) Readiness and Achievement in General Physics 2 using Flipped Virtual Classroom (FVC) . Also, it wanted to find out how teacher observers and students assess the implemented teaching approach. The study utilized pre-experimental research design. Specifically, the researcher used the One-group pretest-posttest design.

The researcher utilized four (4) different instruments used in this study. The first instrument was an adapted Self-directed Learning Readiness Scale (SDLRS) used to measure the level of self-directed learning readiness of students. The second instruments was a General Physics 2 achievement test used to measure achievement . The third and fourth instruments were questionnaires used to assess the implementation of FVC teaching approach.

Results show that FVC has medium or moderate effect on students' achievement in General Physics 2. However, there is no significant improvements in level of SDL readiness of students . Responses in the questionnaires revealed that both teachers and students strongly agree that FVC is effective as a teaching approach.

Recommendations for future studies were suggested to address some unanswered issues such as a further empirical studies on reasons why FVC did not significantly improve students' SDL readiness level and concrete monitoring tool for the asynchronous activities of students.