Ignite Creation Date:
2025-12-25 @ 4:58 AM
Ignite Modification Date:
2025-12-26 @ 3:58 AM
Study NCT ID:
NCT06950918
Status:
NOT_YET_RECRUITING
Last Update Posted:
2025-04-30
First Post:
2025-03-21
Is NOT Gene Therapy:
False
Has Adverse Events:
False
Brief Title:
Flipped Classroom vs. Flip-Jigsaw in Theoretical Physiotherapy Education
Sponsor:
Isparta University of Applied Sciences
Organization:
Study Overview
Official Title:
The Role of Flipped Classroom and Flip-Jigsaw in Theoretical Physiotherapy Education: A Comparison of Knowledge, Motivation and Engagement
Status:
NOT_YET_RECRUITING
Status Verified Date:
2025-04
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
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 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.
Detailed Description:
None
Study Oversight
Has Oversight DMC:
False
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
False
Is an FDA AA801 Violation?: