We report some results from the application of a flipped classroom setup for a basic course in automatic control. The course setup has been developed with the specific intention of avoiding extrinsic motivators for the students.For a group of 34 students, gender, exam score, and attendance in classroom activities was recorded and a linear regression model for how exam score relates to attendance in classroom activities and gender was developed using Matlab. It is shown that student attendance in classroom activities that require a great deal of time-on-task and student-student interactions is closely related to exam score. In contrast, other classroom activities, and also gender, is shown to have no significant impact on exam score.