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.

NCT Number	NCT06950918
Lead Sponsor	Isparta University of Applied Sciences Collaborators: Suleyman Demirel University
Conditions	Physiotherapy and Rehabilitation, Educational Technology, Educational Interventions, Students, Undergraduate Health Professional Students
Enrollment	86 participants
Start Date	2025-05-10
Primary Completion	2026-06-10 (estimated)
Study Completion	2026-07-10 (estimated)
Updated on ClinicalTrials.gov	2026-03-31