Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education

NCT06950918 | Recruiting

• 1 other identifier: postdr2
• Study Type: interventional
• Target: 86
• Locations: 1 country
• Sites: 1

Brief 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.

Conditions

Physiotherapy and Rehabilitation; Educational Technology; Educational Interventions; Students; Undergraduate Health Professional Students

Keywords

Flipped Clasroom; Flip-J; Learning Model; Physiotherapy education

Outcome Measures

Primary Outcomes (3)

• 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.

  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.

  immediately after the intervention (7 weeks after study enrollment)

• Level of student engagement

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

  immediately after the intervention (7 weeks after study enrollment)

Study Arms (2)

Flipped Clasroom Group

EXPERIMENTAL

Pre-class: Asynchronous video lectures covering theoretical content (e.g., public health principles, manual therapy techniques) were provided via an online platform. Students were required to review materials before in-person sessions. In-class: Instructor-led interactive discussions, case analyses, and problem-solving activities focused on applying theoretical knowledge. No peer-teaching components were included. Structure: Emphasis on self-paced learning followed by collaborative, instructor-guided reinforcement.

Other: Experimental

Flipped-Jigsaw Group

EXPERIMENTAL

Pre-class: The same video lessons as the FC group are delivered only to the students in the expert group in the pre-class content delivery. In-class: Structured peer-teaching using the Jigsaw technique: Expert Groups: Students were divided into small groups, each assigned a subtopic (e.g., cervical spine assessment techniques) to master. Home Groups: Students returned to mixed groups to teach their subtopic to peers, ensuring collective knowledge integration. Instructor Role: Facilitated discussions and provided feedback but did not lead content delivery. Structure: Combines self-paced learning with peer-driven, collaborative skill-building.

Other: Experimental

Interventions

Experimental OTHER

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

Flipped Clasroom Group; Flipped-Jigsaw Group

Eligibility Criteria

• Age: 18 Years - 25 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• 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

You may not qualify if:

• 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).

Sponsors & Collaborators

• Suleyman Demirel University: collaborator
• Isparta University of Applied Sciences: lead

Study Sites (1)

Süleyman Demirel University

Isparta, 32100, Turkey (Türkiye)

RECRUITING

Central Study Contacts

Ziya Yıldız, Dr

CONTACT

+905075077573; ziyayildiz@isparta.edu.tr

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Dr. PhD (physiotherapy and rehabilitation)

Study Record Dates

• First Submitted: March 21, 2025
• First Posted: April 30, 2025
• Study Start: May 10, 2025
• Primary Completion (Estimated): June 10, 2026
• Study Completion (Estimated): July 10, 2026
• Last Updated: March 31, 2026

Record last verified: 2025-04

Data Sharing

• IPD Sharing: Will share
• Shared Documents: SAP

Locations

TU (1)