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.
Isparta University of Applied Sciences
Lead sponsor
Suleyman Demirel University
Collaborator