Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Experimental.
- Who it may be relevant to
- Registry conditions: Physiotherapy and Rehabilitation, Educational Technology, Educational Interventions, Students. Basic parameters: 18 years — 25 years · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- Turkey (Türkiye)
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
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Official title
The Role of Flipped Classroom and Flip-Jigsaw in Theoretical Physiotherapy Education: A Comparison of Knowledge, Motivation and Engagement
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.
Interventions
- Other Experimental
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
Primary outcome measures
- Level of theoretical knowledge [Time frame: pre-test and immediately after the intervention (7 weeks after study enrollment)]
- Level of motivation [Time frame: immediately after the intervention (7 weeks after study enrollment)]
- Level of student engagement [Time frame: immediately after the intervention (7 weeks after study enrollment)]
Eligibility criteria
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).
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: Yes
Study design
- Allocation
- Randomized
- Model
- Parallel assignment
- Masking
- Single blind
- Primary purpose
- Basic science
Study locations
Turkey (Türkiye) · 1 center
- Süleyman Demirel University — Isparta
Identifiers
NCT: NCT06950918 · postdr2