Background: Flipped classroom as a method of teaching is one of the recent innovative methods of
teaching where traditional classroom activities take place before class while class time is devoted to
discussion, problem-solving, and interaction among students. Flipped learning is a learner-centered and
technology-driven approach. Objective: The study aimed to determine the effect of application of flipped
classroom on nursing students' academic engagement and knowledge retention. Setting: A quasiexperimental
study was conducted in the El Kabary Institute of Nursing, affiliated to the Ministry of Health
in Alexandria which provides a program graduating technical nurse; this program is covered in 5 years.
Subjects: The study included all students enrolled in the fourth year in the first semester of the academic
year 2017-2018 (61students). Tools: Two tools were used for data collection. Tool I Technical Nursing
Students' Knowledge test. Tool II: Student's Academic Engagement Scale. Results: The result of this study
revealed that there was a statistical significant difference between students' level of knowledge before and
after intervention and there was a high level of engagement after conducting the study Conclusion: Flipped
classroom strategy had a significant positive outcomes, including an increase in students' knowledge, an
increase in their academic achievement, an increase in their participation and interaction, and increasing
collaboration. Additionally, it found that students were more engaged in the flipped classroom than in the
traditional classroom. Recommendation: The study recommends that Flipped classroom strategy should be
incorporated into the nursing curriculua at the Technical Institutes of Nursing and Internet services should
be provided to motivate the students becoming more academically engaged and develop innovative ideas.