Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education
The Role of Flipped Classroom and Flip-Jigsaw in Theoretical Physiotherapy Education: A Comparison of Knowledge, Motivation and Engagement
Isparta University of Applied Sciences
86 participants
May 10, 2025
INTERVENTIONAL
Conditions
Summary
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.
Eligibility
Inclusion Criteria5
- 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 Criteria5
- 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).
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Interventions
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
Locations(1)
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NCT06950918