Comparing Flipped Classroom and Flip-Jigsaw Methods in Physiotherapy Education Effects on Knowledge, Motivation, and Student Engagement in Undergraduate Public Health Course

What this Trial Is About

Researchers are evaluating two teaching methods, Flipped Classroom FC and Flip-Jigsaw, to see how they affect knowledge, motivation, and engagement among third-year physiotherapy undergraduate students in a public health theory course. The study aims to compare whether the hybrid Flip-Jigsaw model, which includes peer teaching, leads to better learning and motivation outcomes than the FC model, which involves pre-class videos followed by instructor-led discussions. This quasi-experimental study addresses a gap in understanding the unique benefits of Flip-Jigsaw in physiotherapy education. Participants are divided into two groups receiving the same video lectures before class. The FC group attends instructor-led interactive discussions and case analyses during class, emphasizing self-paced learning with guided reinforcement. Meanwhile, the Flip-Jigsaw group engages in structured peer teaching using the Jigsaw technique, where students become experts in subtopics before teaching their peers in mixed groups, with the instructor facilitating but not leading content delivery. The study lasts 7 weeks and compares these two active learning models. Throughout the study, students complete pre- and post-knowledge tests, motivation surveys, and participation assessments to measure theoretical knowledge, motivation, and engagement immediately after the intervention. The study uses quantitative tests and qualitative interviews, with assessors blinded to group assignments during practical exams to ensure objectivity. Participants must attend the compulsory course, have internet access, and complete all assessments over the 7-week period to contribute data to the study outcomes.

Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education