An interventional study of Experimental in Physiotherapy and Rehabilitation, Educational Technology and Educational Interventions, sponsored by Isparta University of Applied Sciences. Recruiting at 1 site in Turkey (Türkiye). Open to participants aged 18 Years to 25 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-03-31.
Sponsored by Isparta University of Applied Sciences · Not applicable, Interventional, and Basic science
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.
Isparta University of Applied Sciences is the lead sponsor of 7 studies on the registry; 1 is open to participants now.
Counted across the registry records on this site, refreshed daily.
Exclusion Criteria:
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
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
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.
Time frame: 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.
Time frame: immediately after the intervention (7 weeks after study enrollment)
Level of student engagement
Course duration can be recorded in minutes on the education platform.
Time frame: immediately after the intervention (7 weeks after study enrollment)
Plan to share: Yes — Raw data and statistical analyses can be shared, with participant identities obscured.
Supporting information: Sap
No publications or documents are linked to this record.
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Isparta University of Applied Sciences