The formation and development of learners’ abilities are becoming more prevalentand necessary. Self-learning ability (SLA) is one of the capabilities that people are interestedin developing. Besides the specific skills of the subject, chemistry teachers also focus ondeveloping SLA for students. Currently, various educational models have emerged to alignwith educational trends, including the flipped classroom model (FCM), which contributes tocompetency development, particularly in self-learning ability. In recent years, this model hasgained popularity. Studying with FCM helps students have more time to learn, research, andmaster the knowledge. Moreover, students can learn independently. This study investigatesthe impact of the flipped classroom model on self-learning ability development throughteaching “The Periodic Table of Elements” at a high school in Tay Ninh province. Surveysinto the reality of the usage of FCM and the development of SLA at several high schools inTay Ninh province show that most teachers care about the development of SLA for students.However, they assign tasks to students in the form of questions after the lessons. Moststudents only base on the knowledge that the teachers teach in class to answer the questions.This leads to SLA not being developed. The authors use a one-group pretest-posttest designin this study. The results of the pretest and post-test show that students have higher scoresafter participating in learning with FCM. Besides, the components of SLA are evaluated onbecoming better after the intervention by using a scale of 5 levels combined with a checklist.Thus, applying FCM to develop SLA for students is necessary.The formation and development of learners’ abilities are becoming more prevalentand necessary. Self-learning ability (SLA) is one of the capabilities that people are interestedin developing. Besides the specific skills of the subject, chemistry teachers also focus ondeveloping SLA for students. Currently, various educational models have emerged to alignwith educational trends, including the flipped classroom model (FCM), which contributes tocompetency development, particularly in self-learning ability. In recent years, this model hasgained popularity. Studying with FCM helps students have more time to learn, research, andmaster the knowledge. Moreover, students can learn independently. This study investigatesthe impact of the flipped classroom model on self-learning ability development throughteaching “The Periodic Table of Elements” at a high school in Tay Ninh province. Surveysinto the reality of the usage of FCM and the development of SLA at several high schools inTay Ninh province show that most teachers care about the development of SLA for students.However, they assign tasks to students in the form of questions after the lessons. Moststudents only base on the knowledge that the teachers teach in class to answer the questions.This leads to SLA not being developed. The authors use a one-group pretest-posttest designin this study. The results of the pretest and post-test show that students have higher scoresafter participating in learning with FCM. Besides, the components of SLA are evaluated onbecoming better after the intervention by using a scale of 5 levels combined with a checklist.Thus, applying FCM to develop SLA for students is necessary.