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This research focuses on the increasing dependency on flipped classrooms with the merger of distance teaching and learning instead of face-to-face classrooms during the pandemic, which impacted student's performance and learning post-pandemic. The primary purpose of this research study was to identify support, motivation, participation, collaboration, assessment, and feedback gained through the use of flipped classrooms with the merger of distance teaching instead of a physical classroom in the pandemic situations and the challenges faced by teachers in using flipped classroom. The main intention is to analyze flipped classroom effectiveness as an emerging concept in a pandemic situation. In this research, a methodology is recommended step by step below in the methodology section—a quantitative research method used to collect accurate and reliable results. A survey research method was used in this study. The populations of 90–73 respondents among higher secondary grade students of the public school in Sukkur were selected for data collection. For managing the data, SPSS statistics software was used. In inferential statistics, an independent-samples t-test was used for the analysis of data. The results were analyzed based on gender mean score. The significant findings from this study suggested that the flipped classroom is a practical learning approach that enhances student engagement, performance, and learning in the class. It is summed up that a large number of students favoured the flipped classroom approach over traditional pedagogy. This study will help to further integrate this approach into higher levels of institutions by keeping in mind its effectiveness and hindrances in Pakistan. [ABSTRACT FROM AUTHOR]