REVITALIZATION OF EDUCATION IN A DISTRESSED ECONOMY

A PAPER PRESENTED IN THE 10^TH INTERNATION AL CONFERENCE OF THE FACULTY OF EDUCATION

ABIA STATE UNIVERSITY, UTURU;

 

THEME:

 REVITALIZATION OF EDUCATION IN A DISTRESSED ECONOMY

 TOPIC:

 

EFFECTS OF FLIPPED CLASSROOM AND GLASER’S TEACHING METHODS ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN LITERATURE IN ENGLISH IN ABIA STATE

 

 

BY

 

ALOZIE EUGENE IHEANYI

17/PG/PHD/Edu-Tech/5772

 

 ABSTRACT

This study examined the effects of the flipped classroom and Glaser’s teaching methods on secondary school students’ achievements in Literature in English in Abia State. The study adopted a quasi experimental design using pre-test, post-test and control group. The research used two research questions and two hypotheses. The population of the study is 7,648 which consisted of all the Senior Secondary School students offering Literature in English in Abia State. The sample of the study comprised 80 SS 11 students. The sample comprised both rural and urban students and was obtained through purposive sampling technique. In the urban school the boys were 28 in number while the girls were 12, while in the rural school, the boys were 26 in number and the girls were 14. The instrument for the study was researcher made Literature in English Achievement Test (LEAT). The achievement Test consisted of 50 multiple choice items with five options (A-E). The research instrument was validated by four experts in the Department of Curriculum and Teacher Education and Measurement and Evaluation from Abia State University Uturu. A reliability instrument used was Spearman Brown coefficient. Spearman Brown coefficient revealed .730 and when converted to Guttman Split-Half coefficient revealed .724. Research questions were answered using Mean and Standard Deviation while Analysis of Covariance (ANCOVA) and the t. test were used to test the hypotheses at 0.05 level of significance.The major finding of the study is that the flipped Classroom Technique is effective in improving students academic achievement in Literature in English. Similarly, the study revealed that in a process of teaching and learning where students are likely to absent themselves once in a while for whatever reasons, the flipped Classroom Technique is an adequate teaching Technique. Based on the findings of this study, it was recommended that Teacher Preparation Institutions should incorporate the Flipped Classroom Technique in the relevant areas of their Curriculum units and expose both pre-service and in-service teachers to the use of the  flipped Classroom Technique in order to enhance teaching and learning.

 Introduction

Change happens every day. Today the use of technological gadgets has overtaken over every aspect of our lives. Amidst all these in our country Nigeria, we are recently facing the worst heat of distressed economy, which affects us as well as our education

Whichever is the case, education is one thing that remains constant all through life; and it is our duty to revitalize education in a distress economy. This is why the rise of educational technology (Edu-Tech) isn’t just about the availability of advanced tools; it’s also rather about addressing some of the challenges inherent to education (Tierney, 2020). This paper presents the Flipped Classroom Technique as one possible part way towards the victory of our educational revitalization.

My teaching subject Literature in English is my area of concern in this research. Literature in English Language is one of the areas of education that may require immediate application of some new edu-tech dynamic tool-kits for a more efficient pedagogy and for better performances. In Nigeria in fact, the role of Literature in English Language in the classroom has been re-assessed; and many view literary texts as providing rich linguistic input, effective stimuli for students to express themselves; it is also viewed as a potential source of learner motivation (Ugoiyi, 2016). Some educational authors think that the flipped classroom can leverage a positive impact on the students achievement in the  teaching and learning of Literature in English.

According to Trach (2023:1),

The Flipped Classroom is a blended learning model in which traditional ideas about classroom activities and homework are reverted, or flipped. In this model, instructors have students interact with new materials for homework first. They then use class time to discuss the new information and put those ideas into practice.

 

Comparing the flipped classroom with Robert Glaser’s Teaching Method, it is believed that the former may have a more positive effect on the students achievements in teaching and learning Literature in English. Robert Glaser’s teaching method is called the basic teaching model in education. This is because, it is akin to lecture method

 

However, many educational theories and educators have agreed for Flipped Classroom as a more dynamic approach in teaching. This is particularly because every student  learns differently and at their own pace(Skooler, 2018). People differ and so particular individuals are more responsive to specific stimuli or information processing.  Using the flipped classroom approach is a way to address each child’s unique needs, while preparing them for collaboration with others. In fact, flipped classroom has been categorized by educators as a high technology teaching approach. Unlike the traditional schools using technology, high-tech pedagogy does not only use technology to teach students, but allows students to learn through technology. The beauty of this teaching philosophy is the flexibility it offers since no two flipped classrooms look alike. Each flipped classroom always looks different as a result of the dynamic tactics of the teacher to meet the diverse learning styles and the needs of the students or learners.

 

Thakare (2018), has exposed the dynamic activities of the Flipped Classroom through which it can satisfy the needs of the learner and the society. In fact Flipped Classroom can be called a standard inverted classroom where concepts are digitally presented in videos, while the in-class-time is reserved for practicing the concepts. It can take the form of a micro Flipped Classroom when short videos are used to free up an elongated class time for practice. It can be discussion oriented, when after watching the video, in-class-time then is used to explore and for valued shared discussion. This design is used more for the subject, literature in English. Flipped classroom can be demonstration-based when after digital consumption at home, class time is used for practical demonstrations. This applies more to Sciences, Technology, Engineering, and Mathematics (STEM). Flipped classroom can be Faux, when after watching the video in school, a guided interaction is used as a tool to clarify all doubts. It can be called group-based, when after the digital consumption, group learning is chosen afterwards to further clarifications and improve retention. Furthermore, flipped classroom can be virtual, when the Learning Management System (LMS) is used both for content presentation and for assignment and guidance. Finally, a flipped classroom can be flipping the teacher when students make their own videos, send to the teacher to show understanding (Thakare, 2018). All these diverse models of the flipped classroom touch on the absolute flexibility of this pedagogy and on the infinite possibilities of its instructional designs in order to meet the diverse learning styles and effect efficient curriculum implementation.

In teaching Literature in English as a subject the opportunities offered by the discussions and reflections at the in-class-time is where the power of the flipped classroom lies. This active phase of the flipped classroom is known as flipped learning. It is really the special time when the students of Literature in English can speak out and show understanding or mastery. A blend of the powers of digital applications and the active learning of the in-class-time of the flipped classroom, enables the educator to implement the important four CS of learning required in the 21^st century. The four C’s are: critical thinking, collaboration, creativity and communication. This paper  will reveal how the benefits of this active in-class-time can join with its possibility of personalized creativity to revitalize education in our distress economy.

 

Flipped Classroom has been discovered to anchor on constructivism. This constructivist learning theory holds the opinion that students are active constructors of meaning, the leader and controller of the learning process; while teachers assist students in developing their autonomous learning. This also proves the point why good teachers-not good videos are key to the Flipped Classroom(Strokes, 2012). There is a small difference between flipped classroom and flipped learning. Flipped learning is an important part of the flipped classroom which is a reversal of the well known Bloom’s taxonomy, putting “to create” at the epicenter of every learning experience. No doubt, it is generally understood that active learning is anything that helps students in doing things and thinking deeply about the things they are doing or learning. This type of technique advanced by the flipped classroom pedagogy seems to reduce the gap between education and training. This is because, with the Flipped Classroom and its active learning and mastery phase, learning will surely end up on a hands-on exercise, training and creativity. Most recently, a student educator found out that a brain scan showed that students who took a hands-on approach to learning had an activation of the sensory and motor-related part of their brain when they later thought about concepts. Hence they had a better performance (Inqumire, 2015), Combination of this synchronous and asynchronous powerful learning environment of the flipped classroom will lift up the hearts and minds of students; in a positive sense and academically; especially at difficult times as they relate education to their practical reality. The predominant teaching method in Secondary Schools which is Glaser’s traditional classroom approach is no longer adequate in this age for such creative subject like Literature in English. The problem is that with the Glaser’s Basic Teaching Model, instructional goals and entry behaviours are determined before coming to see the students who must adhere and confirm to them. The study focuses on ascertaining the effects of the flipped classroom and Glaser’s teaching method on secondary school students’ achievement of Literature in English, in Abia State.

 

Evidently, the purpose of this study is to investigate the effects of the Flipped Classroom technique and Robert Glaser’s teaching method on Secondary Schools Students Achievement in Literature in English in Abia State. The findings of this study when published would benefit a number of education stakeholders: Teachers, Proprietors, Instructional Designers, Students, Parents, and the Society, even future Researchers.

 

To guide the study, the researcher used the following research questions:

1. What differences exist in the mean achievement scores of students taught Literature in English using Flipped Classroom Techniques and Robert Glaser’s Teaching Method in Abia State.

 

2. What are the mean achievement scores of absentee students exposed to the Flipped Classroom in Abia State.

The following hypotheses are stated in the null form in order to guide the study at P<0.05.

Ho1. There is no significant difference in the mean achievement scores of students taught Literature in English using with flipped classroom technique and those taught with  Robert Glaser’s teaching method in Abia State.

Ho2. The mean performance scores of absentee students in the flipped classroom technique do not differ significantly from absentee students  in the Robert Glaser’s  group.

 

The researcher also thinks that this study may be an extension of the frontiers of knowledge in  which knowledge travels from the domain of mere ideas to the domain that bridges the gap between what is learned at school and what is seen in the  realities of the work place and life in general the end  point of this practicality is to better our lives. It is noted in this research that there are so many learning styles each of which at times overlap with one another. We have Visual, Auditory and kinesthetic;

1. Auditory Learning Style: (those that learn better through the spoken word)
2. Kinesthetic Learning Style: (Those that learn better by doing and interacting)

Putting all these into consideration, this paper posits that the flipped classroom is a more advanced and more effective teaching approach in the education of today, because it takes care of all the learning styles; and considers the reality of the students.

 

Furthermore, some have asked can flip classroom  function in Africa? amidst these facts, some educators believe the Flipped Classroom innovation remains an advantage to the students of poorer countries and districts since it enables curriculum equality through Khan Academy provisions and other digital content deliveries that assist learning and up to date curriculum. It effects curriculum equality. However, Karen Cator – director of the office of Educational Technology in U.S Department of Education accepts that poor location problem is an obstacle. He went on to say all the same,  that we do need to figure out ways that students can learn; regardless of Zip code, regardless of their parents income. The researcher thinks that flipped classroom brings that curriculum equality.

 

It is important to note that there is  a difference between English Literature and Literature in English. According to Ekeoma (2018:15), any type of literature takes its name from its origin, from the language of the participants which includes the writers of such literature, materials and the settings of the materials written. In order words, any work of art written or produced by an English man about the English people or English society is regarded as a form of English Literature. Likewise, if an African writes about Africa and probably in an African language like Igbo, such work is regarded as African Literature; this is one of the basis for the classification. According to Ekeoma, Africans had their own Literature but had not evolved the written forms of their languages before they became colonized. Then during the period of colonialism, the white or the British for example colonized Nigeria and made their values permeate into the mainstream of our society. The British for example taught us how to read and write the English Language. This development gave the Africans the opportunity to explore into British literature whether African or Western, in the English Language. This imported Literature and the local literature fused together to form the syllabus for students studying literature in our land. So according to  Ekeoma what we are studying now is neither a clear-cut English Literature nor a clear-cut African Literature. This then culminates into what we call or refer to as Literature in English which means various works of Literature done in English language. It is really in this sense that Literature in English evolved and became my teaching subject. It is a part of English Language Art.

 

There has been some parches of knowledge of the flipped classroom from the ancient School days. In a document captioned “The History of the Flipped Class”  Jon Bergman, the initiator of the idea of the Flipped Classroom was recorded to have acknowledged some words from, Jobu (2011:3),

As a colleague of mine pointed out “We flipped our lesson while (sic) at boarding school 40 years ago, they (people)called it “Prep” – true they had no video or You Tube but then the ‘Flipped Classroom’ does not need to hinge on these forms of multi-media. What I admire about your version of the ‘flip’-Jonathan; are steps you have taken towards a richer fuller pedagogy by pursuing the ‘mastery’ model.

 

Flipped Classroom is also related to taking care of absentee students.

In the same 2007, Bergmann and Aaron (2011:1), wrote:

 

In all honesty, we recorded our lessons out of selfishness. We were spending inordinate amounts of time re-teaching lessons to students who missed class and the recorded lectures became our first line of defense. Our absent students loved the recorded lectures. Students who missed class were able to learn what they missed, students who were in class and heard the live lectures began to re-watch the video. Some would watch them when reviewing for exams.

 

 

Flipped Classroom is related to curriculum development. In summary, what it means is that whenever the philosophy of a nation changes, the relevance of the previous Curriculum becomes questionable like in a distress economy; then Educational Technology comes in with its powerful methods of Systematic Approach and its curriculum development elements to identity the cause of the problem and fix it. In the case of the flipped Classroom, the world has changed and this teaching technique has come to change and update the way we learn. In the present era as well, the psychology of our younger ones and students keep changing. What it means is that there must be a curriculum updating on the part of the learners and teachers to meet this target, all around the globe. The flipped classroom is also the ideal model to invest in 21^st century skills, and provide students with a one-to-one learning experience, that works out for them. The Flipped Classroom is related to virtual classroom. Both the world of Actual Reality and Virtual reality are linked. This is the main goal of the flipped classroom. It allows the digital classroom to leverage on the face to face classroom and in fact assist in solving problems of the student in his or her own situation as a learner. It is student centred.

 

Flipped Classroom also brings what happens in the class back home  to the parents. Ravuri (2015) told his story; “When my kids started school this year, their teachers didn’t simply send them home with a paper syllabus and textbooks; communication between teacher and student and parent was established through mobile apps.  Google Classroom, for instance, helps my daughter’s teacher organize and communicate homework assignments, send feedback and keep the class organized.  My son’s teacher also integrates Class Dojo which can be used with Google Classroom to communicate with parents about their students’ classroom behavior.” In our distressed economy, there should be no fear as to where to find these instructional facilities, because in Educational Technology, media design is part and parcel of instructional design.

 

The Flipped Classroom provides some ease to instructors who apply differentiated learning principles.  By flipping the differentiated classroom, students complete their individualized activities in their personal time.  As long as there are clear expectations and students understand the end goal, you can offer more freedom and leeway in how particular students consume the learning material.

Thinking of how technology can enhance differentiated instruction, some educators suggested that three tech tools: SAS Curriculum Pathways, Newsela and Edpuzzle can help differentiate instruction by showing where students are and offering appropriate formative assessment.  These are the updates in digitized differentiated instruction, which are useful to the flipped classroom as well. But the Flipped Classroom is not limited to any of this facilities. This is  where the creativity of the teacher comes in.

 

Such techniques that enhance the expected active learning in the Flipped Classroom are said by some educational experts to include the following:

1. Project-based learning
2. Collaborative group projects
3. Practical tasks
4. Making Students create Their Own content
5. Using Reflective Learning
6. Teacher Circulation, as a Guide to Learning
7. Giving Tips That Prepare Students for the Discussion Time

 

 

Many educationists believe that such activities of active learning in the flipped classroom go better with emotional intelligence and growth mindset. While emotional intelligence is related to adequate management of emotions for success in relationship, work place and learning, a growth mindset is related to a positive openness of the mind for a general human progress. Hence, Flipped Classroom is a home base for creativity, through a design thinking process. The design thinking process is a set of structured strategies that identify challenges, gather information, generate potential solutions, refine ideas, and test solutions. There are five phases to the process:  discovery, interpretation, ideation, experimentation, and evolution.  This is related to the present idea of  maker movement. Maker movement is a forum, platform, or community activity whose major goals are to create. Edu-tech has it as its goal to translate education from mere content consumption to content and product creation, design, manufacturing, producing and making.  Flipped classroom technique is a method per excellence to boost maker movements in schools, and personalized education which is the in-thing in a valued education of today. Personalized education is like asking how does the learning make meaning to the students in his or her present life problem or situation.

 

Many have asked how to ensure that students consume the digital content at home. Kirch’s (2015) generated the technique popularly known as WSQ Technique.  W = Watch, S = Summarize, Q = Question.  This technique can be applied to help ensure that students consume any type of digital learning content. It is a technique that makes the students to watch the digital content, write a brief summary of it and ask some questions online or indirectly to the teacher. Such questions and summaries may attract some marks as the teacher may decide. Thus the Flipped Classroom gives all the advantages of the constructivist classroom. In Constructivism teachers encourage students to constantly assess how the activity is helping them gain understanding of both study content and their own personal lives.  By questioning themselves and their strategies, students in the constructivist classroom ideally become “expert learners.”  This gives them ever-broadening tools to keep learning.  With such well-planned classroom environment, the student learns HOW TO LEARN, especially because of the opportunity of delivering the learning content at home with such activities beefed up with personal involvement.

In chapter three, procedure and methodology of the study would be presented under these sub-headings; research design, area of the study, population of the study, sample and sampling techniques, instrumentation, validation of the instrument, reliability of the instrument, experimental procedures, method of data analysis and control of extraneous variables. The design adopted in this work is quasi-experimental design using pre-test, post-test and control group. The area of the study is Abia State. Abia state is at the South Eastern part of Nigeria. The population of the study was based on all the students who offer Literature In English, in Abia state. They are about 7,648 in number. The study was centered on the 80 students who offer Literature in the two chosen Senior Secondary schools. 40 students were from each school. With regard to the instruments of research, the researcher prepared 50-item achievement test. This was based on the topics that all students had done in SS1 and SS2 in the course of the lesson, the content was sent to the students through WhatsApp, while the students returned to class to discuss and apply the lesson. So the reliability co-efficient of the 50 multiple choice test items was .730. All the data were analyzed using mean, standard deviation and the analysis of covariance. Secondly, the administration of research was carried out under the same classroom conditions.

 

4.1 Research Question One: What differences exist in the mean achievements score of the students taught Literature in English using Flipped Classroom Technique and Robert Glazer’s Teaching Method.

 

 

Group	N	Pretest XSD		Posttest XSD		Mean Gain	Mean Diff.
	40	41.80	5.160	62.05	8.927	20.25	17.2
Control	40	42.30	5.214	45.35	6.183	3.05

N = 80

Table 4.1 shows that the pretest mean scores of students taught literature in English with flipped classroom technique and with Robert Glazer’s teaching method are 41.80 and 42.30, with their respective standard deviation being 5.16 and 5.21 respectively. The posttest mean scores of students taught literature in English with flipped classroom technique and with Robert Glazer’s teaching method are 62.05 and 45.35 respectively, with their respective standard deviation being 8.92 and 6.18.

 

4.2 Research Question Two: What differences exist in the Mean Achievement Scores of absentee Students Exposed to Flipped Classroom Technique.

Group	N	Pretest        X                SD		Post test        X               SD		Mean Gain
Treatment	12	41.83	2.88	67.50	5.26	25.67

N = 12

 

Table 4.2 shows that the pretest mean scores of absentee students taught Literature in English with flipped classroom technique is 41.83 with standard deviation 2.88. The posttest mean score of absentee students taught Literature in English with flipped classroom technique is 67.50 and standard deviation of 5.26. The result reveals a mean gain of 25.67 favouring absentee students at posttest, this is an indication that the flipped classroom technique is suitable to use for improving absentee students’ performance in secondary schools in Abia state.

 

Hypothesis

4.1 Hypothesis One: There is no significant difference in the mean achievement scores of students taught Literature in English using with flipped classroom technique and those taught with  Robert Glaser’s teaching method in Abia State.

 

Source	Type III Sum of Squares	Df	Mean Square	F	Sig.
Corrected Model	1067.011a	11	97.001	1.331	.260
Intercept	72978.771	1	72978.771	1001.233	.000
Pretest	1067.011	11	97.001	1.331	.260
Error	2040.889	28	72.889
Total	157116.000	40
Corrected Total	3107.900	39
a. R Squared = .343 (Adjusted R Squared = .085)

Table 4.6 shows the summary of analysis of covariance (ANCOVA) which assumed that the mean achievement scores of secondary school students taught literature in English with flipped classroom technique and Robert Glazer’s teaching method do not differ significantly.The result shows f-value of 1001.233 and p-value of 0.00 at 0.05 level of significance. Since the p-value is less than 0.05(p<0.05) significance level.

 

 4.2 Hypothesis Two: The mean performance scores of absentee students in the flipped classroom technique do not differ significantly from the pre-test scores.

Source	Type III Sum of Squares	Df	Mean Square	F	Sig.
Corrected Model	88.333a	5	17.667	.489	.775
Intercept	40633.578	1	40633.578	1125.238	.000
Pretest	88.333	5	17.667	.489	.775
Error	216.667	6	36.111
Total	54980.000	12
Corrected Total	305.000	11
a. R Squared = .290 (Adjusted R Squared = -.302)

Table 4.7 shows the summary of analysis of covariance (ANCOVA) which assumed that the mean achievement scores of secondary school absentee students taught literature in English with flipped classroom technique in pretest and posttest do not differ significantly.The result shows f-value of 1125.238 and p-value of 0.00 at 0.05 level of significance. Since the p-value is less than 0.05(p<0.05) significance level.

 

The Findings of the Study

5.1.1 Differences in the mean achievements score of the students taught Literature in English using Flipped Classroom Technique and Robert Glazer’s Teaching Method.

The study revealed that Flipped Classroom Technique is an effective method of teaching Literature in English in Secondary Schools . What it means is that the Flipped Classroom Technique can be used to improve students’ academic achievement in Literature in English Language. It was shown that students taught Literature in English had a better performance after being exposed to the treatment. This implies that the Flipped Classroom approach is a good instructional method and that it can be used to improve students’ performance in Literature in English.

 

5.1.2 Differences in the Mean Achievement Scores of absentee Students Exposed to Flipped Classroom Technique.

The study revealed that students who were at times absent in School while being exposed to Flipped Classroom Technique performed better in Literature in English than in their normal performance in the pre-test. What it means is that Flipped Classroom Technique enhances the performance of students who could be constrained to be absent from class, than those who could be absent in the class at times while being taught with the traditional method. Flipped Classroom Technique is an advantage to students who may be absent awhile in class than the Conventional Method. Based on the above findings it is concluded that the Flipped Classroom Technique is very effective in improving students academic achievement in Literature in English. This means that students taught with Flipped Classroom Technique had higher mean academic achievement scores than those taught with Robert Glazer’s Teaching Method. Therefore the Flipped Classroom Technique is effective in improving student’s academic achievement.

 

The findings also revealed that absentee students who were taught using the flipped classroom technique performed significantly better than in the pre-test. What it mean is that students who may have one reason or the other to be absent in class are better to be taught using the flipped classroom technique.

 

Educational Implication of the Findings

The findings also revealed that absentee students who were taught using the flipped classroom technique performed significantly better than in the pre-test. What it mean is that students who may have one reason or the other to be absent in class are better to be taught using the flipped classroom technique. In cases at times in Abia state where students with school phobia keep away from school at the earliest re opening times of the schools or for some other more genuine reasons, teachers at such circumstances can better teach some select subjects preferably with the flipped classroom. Other critical times like fee drive periods could better be handled with the flipped classroom at least for some important subjects. There are other occasions like late admissions at times caused by a distressed economy. In such cases, teachers are better with the flipped classroom; at least in some key subjects for a more justifiable formative and summative students achievement assessment.

 

5.5   Recommendations

The following recommendations are made on the finding of the study:

1. Teacher preparation institutions should incorporate flipped classroom technique in the relevant areas of their curriculum units and expose both pre-service and in-service teachers to the use of the flipped classroom approach to enhance teaching and learning.

 

2. Though without encouraging absenteeism, wherever some students are likely to absent themselves from important lessons, let the flipped classroom approach be used as a better option for teaching and learning.

 

Finally, School as a microcosm of the society had not been passive over the bad situation affecting teaching and learning like in a distressed economy, rather can employ the techniques of the Flipped Classroom in a move towards revitalization of education.

 

 

 

 

 

REFERENCES

 

 

Bergmann, J. (2011). The History Of The Flipped Class. Retrieved from https://flippedclass.com/the-history-of-the-flipped-class/, on 4/12/2017.

Ekeoma. C.C. (2018). A Guide to Success in Literature in English,Umuahia: Bon Publications.

Inqumire (2015). Learning By Doing Helps Students Perform Better in Science. Retrieved from news.chicago.edu/story, on 20/06/22

Kirch, C. (2015). Episode 024: Crystal Kirch and the W-S-Q.Retrieved from flippedlearning.org/ask-the-fin-procast/, on 28/10/2018.

Ravuri, L. (2015). Mobile Is Changing Everything And Education Is No Exception. Retrieved From emergingtech.com, on 23/2/2021.

Skooler (2018).  The “Flipped Classroom” Supports Multiple Styles of learning. Retrieved from https://skooler.com, on 17/4/2020.

Strokes. K (2012). Why Good Teachers Not Good Videos-Are Key To The Flipped Classroom. From https;//indianapublicmedia.org, on 12/5/2021.

Thakare, R. (2018). 8 Types of Flipped Learning Classroom and Tools To Build Them. From https://e-learningindustry.com, on 23/5/2021.

Trach, E. (2023). A Beginners Guide to Flipped Classroom-AIRS. Retrieved From https//www.schoology.com, on 23/5/2021.

Ugoji, S.C. (2016). Literature In English As Tool for Teaching English as Second Language in Nigerians Schools. From https:www.researchgate.net, on 29/1/2021.

What is  Educational technology (n.d), Retrieved from jotform.com/, on 15/02/23