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.

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).