# The Effect of Flipped Classroom Integrated with the POEWSQ Learning Model on Programming Learning
## 5 Results
### Questionnaire Analysis
#### 5.2.4 Programming Learning Attitude  
The programming learning attitude questionnaire assesses learners' attitudes toward programming learning in four dimensions: confidence, usefulness, necessity, and liking. The confidence component assesses learners' confidence in their ability to learn programming. The usefulness component explores their perceptions of the usefulness of learning programming. The necessity component assesses their awareness of the necessity of learning programming. Additionally, the liking dimension measures learners' enthusiasm for participating in programming learning. To compare programming learning attitudes among different learning groups after the experimental activity, an independent sample \(t\)-test [65] was conducted using SPSS statistical software (version 22.0), and the results are shown in Table 6. The T-column indicates the observed \(t\)-statistic for each sample. The results show that there were significant differences in the confidence, usefulness, and necessity dimensions (t = 3.510, \(p\) = 0.001 \(<\) 0.01; \(t\) = 2.205, \(p\) = 0.032 \(<\) 0.05; \(t\) = 2.114, \(p\) = 0.04 \(<\) 0.05). However, there was no significant difference in the liking dimension (t = 1.119, \(p\) = 0.269 \(>\) 0.05). Based on these results, it can be inferred that the flipped classroom integrated with the POEWSQ learning model is more effective than the flipped classroom integrated with the WSQ learning model in improving learners' confidence, usefulness, and necessity in programming learning. Learners in the experimental group were promoted to active participation and in-depth thinking through prediction and explanation activities, enhancing their awareness of the value of the learning content. However, in terms of \"liking\", the two groups had no significant difference. It may be related to the challenging nature of the learning activity, which caused some learners to feel still stressed and thus failed to increase their interest significantly. \begin{table}
\begin{tabular}{c c c c c c} \hline \hline  & **Group** & **N** & **Mean** & \begin{tabular}{c} **Standard** \\ **Deviation** \\ \end{tabular} & **\(\mathbf{t}\)** \\ \hline Confidence & \
\begin{tabular}{c} Experimental \\ Control \\ \end{tabular} & 24 & 3.48 & 0.74 & 3.510 ** \\ \hline Usefulness &
\begin{tabular}{c} Experimental \\ Control \\ \end{tabular} & 24 & 2.84 & 0.48 & 0.62 & 2.205 * \\ \hline \hline \end{tabular}
\end{table} 
Table 6: T-test of programming learning attitude. \begin{table}
\begin{tabular}{c c c c c c} \hline \hline \multirow{2}{*}{**Group**} & **N** & **Mean** &
\begin{tabular}{c} **Standard** \\ **Deviation** \\ \end{tabular} & **Adjusted** & **\(\mathbf{F}\)** & \(\mathbf{n}^{2}\) \\ \hline Experimental & 24 & 3.86 & 0.53 & 3.89 & 5.843 * & 0.115 \\ Control & 24 & 3.61 & 0.50 & 3.59 & 5.843 * & 0.115 \\ \hline \hline \end{tabular}
\end{table} 
Table 5: ANCOVA of reflective tendency. Correlation Analysis of the Learning Motivation and the Effectiveness of the Flipped Classroom Integrated with the POEWSQ Learning Model  
This section discusses the correlation between learners' learning motivation and learning effectiveness using the flipped classroom integrated with the POEWSQ learning model. In this study, a Pearson correlation analysis [66] was performed using SPSS statistical software (version 22.0). Learning motivation was measured by the mean scores from the learning motivation questionnaire administered post-experimentally, while learning effectiveness was evaluated based on scores from the post-test. The results of the Pearson correlation of learning motivation and learning effect are presented in Table 7.  
The analysis showed a significant positive correlation between learning motivation and learning effectiveness for learners using the flipped classroom integrated with the POEWSQ learning model (Pearson's correlation coefficient = 0.405, \(p\) = 0.004 < 0.01).