The Effect of Flipped Classroom Integrated with the POEWSQ Learning Model on Programming Learning

Flipped classrooms are student-centered and encourage students to engage in self-directed learning actively. The WSQ (Watch–Summary–Question) is an effective learning model for guiding students’ self-directed learning. However, for students who do not know how to take notes or have low self-efficacy, the WSQ learning model may become a mere formality, leading to passive learning. The POE (Prediction–Observation–Explanation) is an inquiry-based learning model that inspires students to learn through active inquiry. By integrating the WSQ with the POE, this study proposes the POEWSQ learning model. Through POE activities, students make predictions about the content before learning, actively explore it, and then engage in WSQ activities to deepen their understanding. This study develops a multimedia learning system for the POEWSQ learning model to guide students in learning programming. Students predict the content, draw a flowchart (Prediction), then watch the instructional video (Watch/Observation), and complete guided notes (Summary). Next, students explain the differences between the flowcharts (Explanation), complete the unit test (Assessment), and, finally, ask a question (Question). The results showed that learners using the flipped classroom integrated with the POEWSQ learning model have significantly higher learning effectiveness, motivation, self-efficacy, reflective ability, and attitudes toward programmed learning than those with the WSQ learning model.