||The study first explored the differences between traditional literature classrooms, online learning and flipped classroom diversity, analyzed the characteristics of flipping the classroom, and summed up the impact of flipped classroom on learner readiness in four dimensions, namely self-regulated learning, class participation, active learning, and identity. Secondly, after the second pre-test result analysis and expert consultation, a formal Scale with 21 questions questionnaire was administered online. 309 effective samples were resulted through item analysis, exploratory factor analysis, confirmatory factor analysis and after reliability analysis, confirming that the four dimensions and questions of this study are sufficient to explain the definition of classroom readiness of the scale for the flip design, the results are as follows:|
First, after expert review and results being verified, 17 questions of flipped classroom learner readiness scale were found to explain the total variance was 64.984%, with the overall scale Cronbach α coefficient being .899, four facets Cronbach's α coefficient value being between .772 to .847, with good reliability and validity.
Second, the temporary norm shows when a participant scores 62 in the original scale, the score falls at the 50th percentile rank and the normal distribution of T scores were 50.2978, which means a score of 62 ranks more than 50th of all its samples.