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NCT Number: NCT06950918

Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education

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.

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Key information

Conditions

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

Age range

18 year–25 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Süleyman Demirel University

Isparta, 32100, Turkey (Türkiye)

Location status: Recruiting

Location contact

Ferdi Baskurt, Prof

CONTACT

[email protected]

+ 90 (246) 211 1000

Veysel Demirer, Prof

PRINCIPAL_INVESTIGATOR

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

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).

Treatment and study plan

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

Primary outcomes

  1. Level of theoretical knowledge

    Time frame: 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.

  2. Level of motivation

    Time frame: 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.

  3. Level of student engagement

    Time frame: immediately after the intervention (7 weeks after study enrollment)

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

Study contacts

Contact information is provided by the study sponsor or research team.

Ziya Yıldız, Dr

CONTACT

[email protected]

+905075077573

Sponsors and collaborators

Lead sponsor

Isparta University of Applied Sciences

Other

Collaborators

  • Suleyman Demirel University

Registry information

Official study title

The Role of Flipped Classroom and Flip-Jigsaw in Theoretical Physiotherapy Education: A Comparison of Knowledge, Motivation and Engagement

Important dates

Study start
2025
Primary completion
2026
Study completion
2026
First posted
Apr 30, 2025
Registry last updated
Mar 31, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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