This study investigated the comparative effectiveness of gamification and flipped classroom pedagogies in enhancing student engagement, motivation, academic performance, and autonomy among Basic Schools in Akamkpa. The study adopted a quasi-experimental research design, specifically a pretest-posttest control group design. A sample of 312 students was selected using a stratified sampling technique from a population of 1,213 basic school students. Data analysis was conducted using Analysis of Covariance (ANCOVA) to compare the effects of gamification and flipped classroom pedagogies on student outcomes. Two research hypotheses were formulated to guide the study. The first hypothesis posited that students taught using gamification pedagogy would not exhibit higher levels of engagement and motivation compared to those taught using traditional methods. The second hypothesis stated that the flipped classroom approach would not lead to better academic performance and increased student autonomy compared to traditional teaching methods. A validated questionnaire tagged "Gamification and Flipped Classroom Questionnaire" was used for data collection, with a reliability coefficient of 0.85-0.90. The findings revealed that students taught using gamification pedagogy showed significantly higher levels of engagement and motivation. Additionally, the flipped classroom approach resulted in better academic performance and increased student autonomy. Based on these findings, it is recommended that elementary school teachers in Akamkpa adopt gamification and flipped classroom pedagogies to enhance student engagement, motivation, academic performance, and autonomy. Furthermore, incorporating technology-driven pedagogies into teacher training programs could help promote innovative teaching practices.