Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education

N/ANot Yet RecruitingNCT06950918

Isparta University of Applied Sciences86 enrolled

Overview

Study Summary: This quasi-experimental pre-test-post-test study aims to compare the effects of Flipped Classroom (FC) and Flip-Jigsaw instructional models on theoretical knowledge acquisition, academic motivation, and class engagement among 86 third-year physiotherapy undergraduates enrolled in a theory-based public health course. Primary Questions: How does the hybrid Flip-Jigsaw model impact learning and motivation outcomes compared to FC alone? Do FC and Flip-Jigsaw differ in enhancing theoretical knowledge, motivation, and participation? Comparison: Researchers will compare the FC group (pre-class videos + in-class discussions) with the Flip-Jigsaw group (video-based pre-learning + structured peer teaching) to evaluate differences in outcomes. Participant Tasks: Attend lectures and complete pre-/post-knowledge tests. Engage in practical sessions (FC: group discussions; Flip-Jigsaw: peer-led jigsaw activities). Complete motivation surveys and participation assessments. Significance: Addresses the gap in understanding Flip-Jigsaw's efficacy in physiotherapy education, despite prior reports on FC and Jigsaw's individual benefits.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

BASIC_SCIENCE

Masking

SINGLE

Enrollment

Conditions

Physiotherapy and Rehabilitation Educational Technology

Interventions

ExperimentalOTHER

This study is a quasi-experimental parallel group design comparing Flipped Classroom (FC) and Flip-Jigsaw models in a theoretically-oriented public health course. Both groups used the same pre-prepared video lectures to standardize content, but differentiated in-class strategies: The FC group used instructor-led discussions, while the Flip-Jigsaw group used Jigsaw technique and peer teaching (students learning subtopics in "expert groups" and teaching them in "master groups"). Unlike traditional FC, this hybrid model includes systematic peer collaboration and role-based accountability mechanisms. Theoretical knowledge acquisition, motivation and engagement outcomes were assessed through quantitative tests (pre-post-retention tests) and qualitative interviews, and objectivity was ensured in practical exams with single-blinded assessors. The study brings innovation to the literature as it is the first study to demonstrate the unique effect of Flip-Jigsaw in theoretical courses in the fie

Eligibility

Sex: ALLMin age: 18 YearsMax age: 25 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * To be between the ages of 18-25 * Volunteering to participate in the study * Taking the course for the first time * Having access to the Internet * Compulsory course attendance Exclusion Criteria: * Being a minor student * Not being the first undergraduate education * To have previously attended courses, seminars, webinars, etc. related to public health * Participation in other pedagogical studies during the same academic term. * Failure to complete ≥1 assessment (pre-test, post-test, or surveys).

Outcomes

Primary Outcomes

Level of theoretical knowledge

The theoretical knowledge part of the course content will be done with a 20-question 5-choice multiple choice test. The same multiple choice test will be used as a post test after the lecture.

Time frame: pre-test and immediately after the intervention (7 weeks after study enrollment)

Level of motivation

The adapted Instructional Material Motivation Scale was administrated to measure the participants' motivation towards the instructional material . The scale consists of 36 five-point Likert scale items covering four sub-scales.

Time frame: immediately after the intervention (7 weeks after study enrollment)

Level of student engagement

Course duration can be recorded in minutes on the education platform.