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.
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
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.
Parallel
Experimental
Other interventionThis 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.
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.
Level of student engagement
Course duration can be recorded in minutes on the education platform.
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Isparta University of Applied Sciences
Lead sponsor
Suleyman Demirel University
Collaborator
