Published Paper Details:

"Learning is a two-step process...First, you must have some transfer of information; second, you must make sense of that information by connecting it to your own experiences and organizing the information in your brain"(- Eric Mazur, professor of physics at Harvard University). A flipped class model is structured around the idea where the typical elements of lecture and homework are reversed. The flipped classroom approach allows students to learn at their own pace and gives instructors a way to create applied learning opportunities. The objectives of the present paper are to investigate effect of flipped learning on academic achievement of teacher trainees. 100 teacher trainees were selected from a Teacher Training Institute for the research in hand. 50% teacher trainees were randomly assigned as the control group and the 50% as the experimental group. A randomized Post-test control group design adapted and finally achievement test conducted. The researcher selected a topic from "Psychology of Learner and Learning" to conduct -- a flipped class with selfprepared audio, video, digital slideshows (e.g. Power Point), e-content and teacher/student online communication. The in-class activities were performed using the online tool Kahoot to create effective classroom interaction. The result of the study revealed that flipped learning technique is more effective in comparison to traditional methods in enhancing the overall academic achievement of teacher trainees. Further most of the teacher trainees perceived that the flipped classroom approach is supportive in nature regarding academic enhancement.