Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education

Condition(s) studied

Investigational drug(s) / intervention(s)

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

Study 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

Primary outcome measure(s)

• Level of theoretical knowledge — pre-test and immediately after the intervention (7 weeks after study enrollment)
  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.
• Level of motivation — immediately after the intervention (7 weeks after study enrollment)
  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.
• Level of student engagement — immediately after the intervention (7 weeks after study enrollment)
  Course duration can be recorded in minutes on the education platform.

Trial sites (1)

Other trials for the same condition