Abstract This study examined the effects of the flipped classroom teaching strategy on students' motivation in numeracy and achievement in basic schools in Tumu Municipal, Ghana. The study was motivated by the need for alternative teaching strategies in basic schools in the Upper West Region of GHana. The study was led by two hypotheses. The study employed a quasi-experimental research design. The 500 Basic One (1) students from the 2022–2023 academic session made up the study's population. A total of 120 students—50 men and 70 women—were selected from six complete classes across six different schools to make up the study's sample. Out of the six schools, six entire classes were chosen by simple random sampling. The tools utilised to collect the data were the Mathematics Achievement Test (MAT) and the Situation Motivation Scale (SMS). The internal consistency of (SMS) was calculated using the Cronbach Alpha formula, which produced a dependability estimate of 0.76%. The reliability of (MAT) was ascertained using Kuder-Richardson formula 20 (K-R 20), which produced a reliability estimate of 0.82. The study employed Analysis of Covariance (ANCOVA) together with mean, standard deviations, and research hypotheses raising the pre- and post-test data analysis. The results of the investigation showed that, in Ghanaian Basic schools, the flipped classroom teaching model improved students' achievement in numeracy and raised their motivation levels more than the traditional approach. The study suggests that, in order to improve students' motivation and numeracy achievement, basic schools should implement the flipped classroom teaching style. Keywords: Achievement, Flipped classroom teaching strategy, Motivation, Numeracy and nursery school