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This study investigated the effects of the Flipped Classroom and Jigsaw I Learning Strategy on students' achievement in Habitat in Abuja Municipal Area Council. Three research questions guided the study and three hypotheses were tested at the 0.05 level of significance. A quasi-experimental design, specifically a non-randomized control group pretest–posttest design, was adopted. The population comprised 48,921 public Upper Basic II students in AMAC during the 2023/2024 academic session, from which three co-educational schools were selected using simple random sampling. The instrument used for data collection was the Habitat Achievement Test (HAT), which was validated by experts. Its reliability was established using the Kuder–Richardson Formula 21, yielding a coefficient of 0.81. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed that gender did not have a significant effect on students' achievement when taught using the Flipped Classroom and Jigsaw I strategies. However, a significant difference existed in students' achievement across the three instructional methods: Flipped Classroom, Jigsaw I, and the conventional method. There was no significant interaction effect between teaching methods and gender on students' achievement. Based on the findings, it was recommended that Basic Science teachers adopt activity-based strategies such as the flipped classroom and Jigsaw I to improve students' achievement in Habitat, promote active learning, and reduce reliance on conventional teaching methods.