Creative Education, 2016, 7, 768-776 Published Online April 2016 in SciRes. http://www.scirp.org/journal/ce http://dx.doi.org/10.4236/ce.2016.75079 How to cite this paper: Mohanty, A., & Parida, D. (2016). Exploring the Efficacy & Suitability of Flipped Classroom Instruc- tion at School Level in India: A Pilot Study. Creative Education, 7, 768-776. http://dx.doi.org/10.4236/ce.2016.75079 Exploring the Efficacy & Suitability of Flipped Classroom Instruction at School Level in India: A Pilot Study Atasi Mohanty, Dipti Parida Centre for Educational Technology, Indian Institute of Technology, Kharagpur, India Received 21 January 2016; accepted 26 April 2016; published 29 April 2016 Copyright © 2016 by authors and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract The objective of this study was to compare the impact of flipped mode and traditional mode of in- struction, on the learning outcomes of Grade VIII school children in History and Science; 90 pri- mary school children from Odisha (India) were randomly assigned to either of control (traditional instruction) or experimental (flipped instruction) group. Pre-test scores of both the groups were compared through “t” test; the obtained “t” values of −0.019 and 1.931 were found to be insignifi- cant (p > 0.05) which revealed no significant difference between these groups at the beginning. Thus, both the groups were assumed to have equal variance and after 01 month their post-test scores in History and Science were again compared to examine the impact of different instruc- tional intervention/s. The obtained “t” values of both the groups’ post-test scores comparisons were −5.592, −3.260, found to be significant at p < 0.01 level, and confirmed the difference be- tween control and experimental groups. Mean scores of flipped and traditional instructional groups further strengthened the positive impact of flipped mode of instruction on children’s learning outcomes in History and Science. The study recommends for future work on flipped in- struction with larger sample for educational implications. Keywords Flipped Instruction, Traditional Instruction, Learning Outcomes, History, Science 1. Introduction Research on classroom lectures has demonstrated that a student’s attention declines after the first 10 minutes of class, and although it may return at the end of a class, students remember only about 20% of material presented