This research study aimed to compare the effectiveness of the Flipped Classroom Approach and traditional Lecture methods in teaching Science at the Elementary level. The study was conducted as an experimental investigation to assess the impact of the Flipped Classroom Approach on students' academic achievement and teachers' efficiency in the subject of Science. To measure the impact of the teaching methods, the study utilized a pre-test and post-test design, comparing the achievement scores of students before and after the treatment. The study also examined the level of engagement of both the experimental and control groups before and after the treatment. The sample for the study consisted of 90 students from GGHSS Tip Housing Society in District Haripur, who were further divided into two groups: 45 students in the control group and 45 students in the experimental group. The division of groups was based on the results of the pre-test.The experimental group received instruction through the Flipped Classroom Approach, while the control group was taught using traditional lecture methods. The treatment period lasted for six weeks, after which a post-test was administered to both groups. The results of the study indicated that the Flipped Classroom learning method was more effective in enhancing students' academic achievement compared to the traditional lecture method. Based on these findings, the study suggests that the traditional lecture method of teaching Science can be replaced with the modern Flipped Classroom learning method. In conclusion, this research study provides evidence supporting the superiority of the Flipped Classroom Approach over traditional lecture methods in teaching Science at the Elementary level. The study suggests that adopting the Flipped Classroom method can lead to improved academic outcomes for students.

Flipped, Classroom, Approach, impact, Teacher’s, Efficiency, Student’s, Achievement