Abstract

Objectives: This study aimed to investigate the effect of employing the flipped classroom strategy using interactive videos in teaching mathematics on the three levels of immediate learning (lower, intermediate, and higher) among ninth-grade students in the city of Umm al-Fahm. Methods: The experimental method was employed by applying the study to a sample of 63 ninth-grade students from Al-Tasamoh Comprehensive School in Umm al-Fahm. Results: The results revealed a statistically significant difference (p = .015) between the mean performance of the experimental group, which was taught using the flipped classroom strategy with interactive videos, and the control group, which was taught using the conventional method, across all three learning levels and overall. Conclusions: The study reached several recommendations, including: the experimental group outperformed the control group in lower- and higher-order learning levels, as well as in overall learning levels (lower, intermediate, and higher), with statistically significant differences.