This study examines the effectiveness of the flipped teaching strategy in improving students’ academic achievement in electronics at the NCE level, with a particular focus on gender differences. The research employed a quasi-experimental design with pretest and post-test non-equivalent control groups. The study was conducted in Plateau State, Nigeria, involving 72 students from Federal College of Education, Pankshin, and Plateau State Polytechnic, Barkin Ladi. The experimental group was taught using the flipped teaching strategy, while the control group received conventional lecture-based instruction. Results indicated that male students had a slightly higher mean achievement score (20.13) than their female counterparts (18.80). However, statistical analysis (p > 0.05) showed no significant difference in achievement scores based on gender. These findings suggest that the flipped teaching strategy is gender-neutral and effective for teaching electronics. The study recommends its adoption in technical education and further research on its applicability in other subjects and educational levels.