# The Effect of Flipped Classroom Integrated with the POEWSQ Learning Model on Programming Learning
## 3 Research Methods  
### Research Structure  
This study aims to integrate programming learning, the flipped classroom, the WSQ learning model, the POE learning model, guided outline notes, and flowcharts to develop a multimedia learning system based on the flipped classroom integrated with the POEWSQ learning model. The system has the functions of video watching, flowchart drawing, and guided notetaking to investigate whether the POEWSQ learning model effectively assists learners in learning program design. The model integrates prediction, watching, summary, explanation, questions, and flipped classroom teaching strategies. This experiment utilized the algorithms in the programming courses offered by the Department of Information Management of the University to design activities, and the learners who are currently enrolled in these courses were used as participants to investigate the impact of the POEWSQ learning model on the learning of programming. Before the learning activity, learners were asked to complete a pre-test and a pre-questionnaire containing information on learning motivation, self-efficacy, and reflective skills. Learners were then divided into experimental and control groups based on different teaching strategies. This experiment is a four-week experiment in which one unit is studied each week.  
The learning process of the experimental group is as follows: First, the learners performed the \"Prediction\" phase in the POEWSQ learning model before the class and drew a flowchart of the prediction based on the theme of the teaching material before watching the instructional video. Then, in the \"Watch\" and \"Observation\" phases, learners learned the basics of program design through instructional videos and adjusted their learning progress independently. At the end of this study, students entered the \"Summary\" phase. The system provided guided outline questions to help learners summarize the key points. In the \"Explanation\" phase, the system offered flowcharts of the teaching materials. Learners needed to compare the flowcharts predicted before with the flowcharts of the teaching materials and explain the differences between the two. It was hoped that students deeply understood the contents of the teaching materials and improved self-efficacy. Next, in the \"Assessment\" phase, learners were checked to see if they understood the content of the instructional videos and internalized the knowledge to validate further what they have learned. Finally, in the \"Question\" phase, learners reflected on the whole learning process, asked more in-depth questions, and discussed them in the classroom.  
In the control group, learners first watched videos through the \"Watch\" phase of the WSQ learning model to learn the basics of programming. Next, in the \"Summary\" phase, the system provided guided outline questions to help learners organize their key points. After that, in the \"Assessment\" phase, the system offered the same assessment questions as the experimental group, and, after the learners completed the questions, the system provided the analysis and explanation of the questions. Finally, during the \"Question\" phase, students self-reflected on the quiz results and asked more in-depth questions that were brought to the classroom for discussion.  
After the experiment, a post-test was used to confirm the relationship between learning strategies and learning effectiveness, and a post-questionnaire was used to verify the differences in learners' learning motivation, learning effectiveness, self-efficacy, reflective ability, and programming learning attitude.  
Appendices A and B provide the details of pre-questionnaire and pos-questionnaire.