# The Effect of Flipped Classroom Integrated with the POEWSQ Learning Model on Programming Learning
## 1 Introduction  
### Research Background and Motivation  
In an increasingly digital world, information science education is becoming increasingly important. With governments promoting various information science courses, programming has become an essential skill that students must have. Systematic teaching not only helps to improve students' logical thinking, abstract reasoning, and problem-solving skills but also improves concentration, and these computational thinking skills can be applied to other fields, even to solve real-life problems [1; 2]. However, developing logical thinking and problem-solving abilities is difficult for many students, and translating solution cases into programs is even more challenging because they may have ideas for solving a problem but do not know how to express them in program language [3]. In traditional programming instruction, teaching is often lecture-based, with teachers delivering content from the front of the classroom, resulting in one-way communication between teachers and students. This approach lacks interaction, engagement, and reflection, which can easily lead to a decline in students' willingness to learn. For students with low motivation, focusing on programming commands and logic can be particularly challenging [4]. Therefore, there is an urgent need to provide students with more effective teaching methods to receive guidance and support that suits their needs and sufficient opportunities for reflection [5]. In traditional lecture-based teaching, teachers often cannot consider each student's understanding speed, and it is difficult to fully understand and solve students' problems. To promote students' active learning, the flipped classroom teaching method proposed by [PERSON] and [PERSON] can effectively improve the shortcomings of traditional teaching [6]. Flipped classroom transforms teacher-centered classroom teaching into a student-centered learning environment, where students will need to actively participate in the entire learning process rather than just passively accepting the knowledge imparted by the teacher [7]. Flipped classrooms 'flip' the traditional classroom; students watch instructional videos or relevant lecture content online outside of class, whereas interactive and collaborative learning activities occur in class [8]. This teaching method can cultivate students' self-directed learning ability and increase practice time and interaction between teachers and students in class, thereby promoting two-way communication between teachers and students [9; 10]. However, there are many challenges in flipped classrooms, such as students not adequately prepared before attending the class [11], and they may lack the motivation to watch pre-recorded instructional videos or learn the content [12]. In flipped classrooms, learning motivation is considered an important factor in completing online and face-to-face courses [13]. If students lack sufficient learning motivation, their learning effectiveness will not be as effective as expected. Therefore, improving students' learning motivation and developing effective strategies to promote their learning are keys to overcoming the challenges of flipped classrooms. To improve the problems encountered in flipped learning and ensure learning effects, [PERSON] suggested introducing the WSQ (Watch-Summary-Question) strategy in students' pre-class learning phase, whereby students are required to write down a summary of the key points, summarize the content, and ask relevant questions while watching the instructional videos [14]. This strategy can help students to think more deeply during the learning process [10], which in turn promotes learning effectiveness and motivation [15] and will solve the problem of students' inattentiveness in watching videos during the pre-session video learning phase. However, the study on the WSQ learning model primarily focuses on individual learning sheets that students fill out to summarize key points and submit them to the teacher for evaluation and advice at the end of the study.