Abstract:Chemistry is a branch of Science and very much necessary to study at School level. It helps Students to understand the world around them and develop scientific attitude and skill. Modern digital pedagogies strive to instil interest in learning Chemistry among students and develop self-directed learning skills. Flipped learning is one such digital pedagogy which engages students in learning process and in their academic achievement. It provides suitable activities to develop Lower Order Thinking Skills and Higher Order Thinking Skills effectively among students. In this experimental study the Researcher attempted to explore the effectiveness of Flipped Learning Instructional Pedagogy in comparison with Traditional learning method on Academic Achievement in Chemistry of Secondary School Students. The analysis of the data collected shows that there is significant difference in mean scores of Academic Achievement in Chemistry of students who were taught using FLIP and Traditional learning method, further there is increase in Academic Achievement of students who were taught using FLIP and increase in learning progress as compared to their counterparts. FLIP provides opportunities for teachers to engage their students more actively and involve them in practical work to create interest in learning Chemistry and increase the Academic Achievement.

Key Words: Flipped Learning, Academic Achievement, Lower Order Thinking Skills, Higher Order Thinking Skills.

| DOI: 10.17148/IARJSET.2021.8840