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Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education
Sponsor: Isparta University of Applied Sciences
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: H1: The F-JigII method will provide significantly higher scores in theoretical knowledge acquisition compared to FC. H2: The F-JigII method will provide significantly higher scores in long-term retention of theoretical knowledge compared to FC. 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/retention knowledge tests. Engage in practical sessions (FC: group discussions; Flip-Jigsaw: peer-led jigsaw activities). Complete 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.
Official title: The Role of Flipped Classroom and Flip-Jigsaw in Theoretical Physiotherapy Education: A Comparison of Knowledge, Motivation and Engagement
Key Details
Gender
All
Age Range
18 Years - 25 Years
Study Type
INTERVENTIONAL
Enrollment
85
Start Date
2025-05-10
Completion Date
2026-12-10
Last Updated
2026-10-30
Healthy Volunteers
Yes
Conditions
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 was assessed through quantitative tests (before-after-retention recall tests) and objectivity was ensured by single-blind evaluators.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)
Süleyman Demirel University
Isparta, Turkey (Türkiye)