隨著網路與機器人時代的來臨，程式設計能力已經成為現代人必備的技能力一，因此許多學校均將其列為重點的必修課程。然而程式設計是一種複雜的認知行為，學生學習過程中常面對許多的困難，以致未通過率持續偏高，一直受到學者們高度關注。翻轉教室教學法是近年來最受關注的教學方法之一，因此本研究探討採用不同教學方法，翻轉教室教學法與傳統講述教學法，對於不同特性學生的學習成效的影響。而學生學習成效的部份包含平時小考成績及期末考試成績，以及學習動機問卷。 研究結果顯示，上學期時翻轉教室組學生學習成效較傳統講述組學生成效高，但到下學期，學習難度較高的內容時，翻轉教室組學生成績表現反而沒有較佳。另外，如果將學生依期末考成績分群，則發現翻轉教室組學生群間的差異較大。並且，只有高分群學生的學習效果提高較多。對中、低群學生來說，在下學期時傳統教學法反而成效較佳。在學習動機部份，翻轉教室教學法增加外在動機，而傳統教學卻使外在動機降低。若依分群的角度來看，傳統教學的中、低群學生外在動機下降；而翻轉教室提升高分群學生外在動機，並使中、低群學生的外在動機得以持平不下降。

With the advent of the Internet and the era of robots, programming ability has become one of the essential skills for modern people, so many universities have listed it as a key compulsory course. However, programming is a complex cognitive behavior, and students often face many difficulties in the learning process, resulting in a persistently high failure rate, which has been highly concerned by scholars. The flipped classroom teaching method is one of the most widely discussed teaching methods in recent years. Therefore, this study explores the impact of different teaching methods, flipped classroom teaching method and traditional lecture teaching method, on the learning outcomes of students with different characteristics. The learning outcomes of students include regular quiz results, final exam results, as well as the learning motivation surveys. The results of the study showed that students in the flipped classroom group had higher learning outcomes than students in the traditional lecture teaching group in the first semester. However, in the second semester, when faced with more challenging content, the performance of students in the flipped classroom group did not perform better. In addition, if the students are grouped according to the final exam scores, it is found that there is a large difference among the students in the flipped classroom group. Furthermore, only the learning outcomes of high-scoring student subgroups were significantly improved. For middle and low-scoring student subgroups, the traditional teaching method is more effective in the second semester. In terms of learning motivation, the flipped classroom teaching increases extrinsic motivation, while traditional teaching reduces extrinsic motivation. From a grouping perspective, the extrinsic motivation of middle and low-scoring students subgroups in traditional teaching decreased; while the flipped classroom improved the extrinsic motivation of high-scoring students, and kept the extrinsic motivation of middle and low-scoring students unchanged.