The purpose of the current study is to test the following hypotheses in order to determine the impact of interactive video-supported inquiry learning on the strategic thinking of second-year intermediate math students in high-achieving schools:
The average scores of the students in the experimental group, who studied using an interactive video to support their inquiry-based learning, do not differ statistically significantly from those of the students in the second group, who studied the same material using the standard method, on the strategic thinking test at the significance level (0.05).