Condition: Physiotherapy and Rehabilitation · Educational Technology · Educational Interventions · Sponsor: Isparta University of Applied Sciences
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.
This description comes directly from the study's public registry record.
Ziya Yıldız, Dr · +905075077573 · ziyayildiz@isparta.edu.tr
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| Süleyman Demirel University | Isparta, Turkey (Türkiye) | Recruiting |
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Source record: clinicaltrials.gov/study/NCT06950918