5- Chen, Y-T, Liou, S & Chen, L-F 2019 , “The Relationships among Gender, Cognitive Styles, Learning Strategies, and Learning Performance in the Flipped Classroom”, International Journal of Human-Computer Interaction, vol. 35, no. 4/5, pp. 395-403,	Location: Taiwan Sample group: first year IT degree college students’ group Sample number 62 quasi-experimental quantitative inferential statics used. Outcome There were two groups used in the sample experimental group (N = 29) employed the revised flipped classroom format, while the conventional flipped classroom model was used with the control group (N = 27). The results led to the following conclusions: (1) Cognitive style and learning strategy significantly affected students’ learning performance and satisfaction in both the flipped and revised flipped classrooms. also had higher academic achievement and more satisfaction. Key limitations how this will have an impact on implementation of the flipped process has not addressed.
6- Mingorance Estrada, Á.C., Granda Vera, J., Rojas Ruiz, G. and Alemany Arrebola, I., 2019 . Flipped classroom to improve university student centered learning and academic performance. Social Sciences, 8(11), p.315.	Location: Spain Sample group: New UG Degrees in Early Childhood Education and Primary School Education. Sample number: 555 sample size with mixed methods implemented. Outcome The analysis revealed that a flipped classroom scores higher than a conventional, lecture-oriented setup on the following criteria: student involvement, task orientation, and innovation. The study corroborated the pedagogical effectiveness of the flipped learning model in promoting collaborative learning for operations management. The results demonstrated that there are no significant differences in performance, although the students that worked with the traditional methodology displayed a poorer performance, regardless of the specialisation.
7- Martínez-Jiménez, R. and Ruiz-Jiménez, M.C., 2020 . Improving students’ satisfaction and learning performance using flipped classroom. The International Journal of Management Education, 18(3), p.100422.	Location: Spain Sample group: Undergraduate students’ groups Sample number: 63 Quantitative Outcome: Results show that students are very satisfied with the experience and with the summative-formative assessment that has been used. In addition, students consider that their learning process has been better with flipped classroom.
8- Williams, B., Horner, C. and Allen, S., 2019 . Flipped v’s traditional teaching perspectives in a first-year accounting unit: an action research study. Accounting Education, 28(4), pp.333-352.	Location: Tasmania Sample group: Undergraduate first-year introductory accounting students Sample number: 126 Mixed methods Outcome: The research shows that there are significant differences between the flexible students, they strongly agreed they had learnt more about the topic using the flipped approach. Limitations Results indicate further action research is required if the flipped learning approach is to be considered a serious teaching and learning.