Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education

NCT ID: NCT06950918

Last Updated: 2025-04-30

Basic Information

• Recruitment Status: NOT_YET_RECRUITING
• Clinical Phase: NA
• Total Enrollment: 86 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2025-05-10
• Study Completion Date: 2025-07-10

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

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: BASIC_SCIENCE
• Blinding Strategy: SINGLE

Study Groups

Flipped Clasroom Group

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.

Group Type: EXPERIMENTAL

Experimental

Intervention Type: 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-Jigsaw Group

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.

Group Type: EXPERIMENTAL

Experimental

Intervention Type: 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

Interventions

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 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

Intervention Type: OTHER

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).

• Minimum Eligible Age: 18 Years
• Maximum Eligible Age: 25 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Suleyman Demirel University

OTHER

Sponsor Role: collaborator

Isparta University of Applied Sciences

OTHER

Sponsor Role: lead

Responsible Party

Ziya Yildiz

Dr. PhD (physiotherapy and rehabilitation)

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Süleyman Demirel University

Isparta, , Turkey (Türkiye)

Countries

Turkey (Türkiye)

Central Contacts

Ziya Yıldız, Dr

Role: CONTACT

ziyayildiz@isparta.edu.tr

+905075077573

Facility Contacts

Ferdi Baskurt, Prof

Role: primary

ferdibaskurt@sdu.edu.tr

+ 90 (246) 211 1000

Other Identifiers

postdr2

Identifier Type: -

Identifier Source: org_study_id