| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 102 === This study investigated, via quasi-experiments, the effects of problem-based learning with flipped classroom (FPBL) on the development of students’ learning performance and learning motivation. In this study, 144 elementary school students were selected from six grade class sections taking a course titled ‘Production of Ebook’, and were assigned into the following three groups: FPBL group (n = 50), PBL group (n = 48), Control group (n = 46). The author collected both quantitative and qualitative data, including interviews with students and teacher’s journal. Based on the analysis in this study, it is found that the effects of FPBL on improving students’ learning performance was significantly higher than other teaching methods investigated, and the effects of PBL on improving students’ learning motivation was significantly higher than other teaching methods investigated. This research provides an innovative design and illustration of PBL for teachers, educators, and schools which pay attention to enhancing students’ learning performance and learning motivation.
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