Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education

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

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.

Study Overview

• Status: Recruiting
• Conditions: Students; Educational Technology; Physiotherapy and Rehabilitation; Undergraduate Health Professional Students; Educational Interventions
• Intervention / Treatment: Other: Experimental

• Study Type: Interventional
• Enrollment (Estimated): 86
• Phase: Not Applicable

Contacts and Locations

• Study Contact: Name: Ziya Yıldız, Dr; Phone Number: +905075077573; Email: ziyayildiz@isparta.edu.tr

Study Locations

• Turkey (Türkiye)
  • Isparta, Turkey (Türkiye), 32100
    • Recruiting
    • Suleyman Demirel University
    • Contact: Ferdi Baskurt, Prof; Phone Number: + 90 (246) 211 1000; Email: ferdibaskurt@sdu.edu.tr
    • Principal Investigator: Veysel Demirer, Prof

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult
• Accepts Healthy Volunteers: Yes

Description

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).

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Basic Science
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: 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.	Other: 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
Experimental: 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.	Other: 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

What is the study measuring?

Primary Outcome Measures

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

Collaborators and Investigators

• Sponsor: Isparta University of Applied Sciences
• Collaborators: Suleyman Demirel University

Study record dates

Study Major Dates

• Study Start (Actual): May 10, 2025
• Primary Completion (Estimated): June 10, 2026
• Study Completion (Estimated): July 10, 2026

Study Registration Dates

• First Submitted: March 21, 2025
• First Submitted That Met QC Criteria: April 27, 2025
• First Posted (Actual): April 30, 2025

Study Record Updates

• Last Update Posted (Actual): March 31, 2026
• Last Update Submitted That Met QC Criteria: March 25, 2026
• Last Verified: April 1, 2025

More Information

Terms related to this study

• Keywords: Flipped Clasroom; Flip-J; Learning Model; Physiotherapy education
• Other Study ID Numbers: postdr2

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: YES
• IPD Plan Description: Raw data and statistical analyses can be shared, with participant identities obscured.
• IPD Sharing Supporting Information Type: SAP

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No
• product manufactured in and exported from the U.S.: No