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In education psychology, classroom instructional techniques or teaching strategies are the most important factors that impacts on the learners' academic achievement in now a days. To make a meaningful learning experiences throughout the classroom sessions it is very much essential to improve teaching-learning process continuously. In 1968 David Paul Ausubel had proposed the meaningful verbal learning theory that supports the teaching-learning processes very effectively. In case of meaningful concept formation in science learning, concept mapping teaching strategy, an example of democratic teaching strategy plays a significant role rather than the demonstration teaching strategy, an example of autocratic teaching strategy. Hence, the objective of this present study was to investigate that how far the teaching strategies have some significant effect on the learners' academic achievement in case of physical science learning in the daily classroom sessions. Randomized Solomon four equivalent groups design was applied by the researcher. Total sample of the study was 152. Two Bengali medium co-ed schools at Pingla block of Kharagpur Subdivision of Paschim Medinipur district in West Bengal were selected purposively as target sample for this study. Then all the class IX level students of these two schools were selected as accessible sample in this study. Bengali version of the tool of "Mixed type group test of intelligence (MGTI)" (originally developed in English version by Dr. P.N. Mehrotra, 2008), which is modified by the researcher, was administered here for preparing the matched group i.e., experimental group (taught through concept mapping teaching strategy) and controlled group (taught through demonstration teaching strategy). A self-made achievement test tool which is based on the selected class IX physical science unit of W.B.B.S.E. was used here for data collection. All the collected data were analyzed by the help of descriptive statistics, inferential statistics like "t" test, ANOVA etc. Excel and SPSS software techniques were used here. It is shown in the result that there was a significant deference present in gain score (p<0.05) of learners' academic achievement in physical science of class IX level students of Experimental (E) and Control group (C1) taught through concept mapping teaching strategy and demonstration teaching strategy respectively.