Objective.

To disseminate the results of an educational research experience conducted at UTE University. Two groups of first-level students from the Differential Calculus course in the Mechatronics degree program participated in this experience.

Methodology.

The flipped classroom was the methodology implemented in two groups of different parallel classes, one was experimental and the other one for control, alternating in each of the three partial exams and comparing results in academic performance, participation level, responsibility, and attitude towards work at the end of each partial exam.

Results.

The results obtained revealed the impact of the application of the flipped classroom methodology in the construction of knowledge compared to traditional methodology in the field of teaching differential calculus, obtaining better performance when using the flipped classroom methodology.

Conclusions.

The benefits of applying this methodology aid in transforming traditional teaching into active, participatory, conscious, and committed teaching, particularly within the field of teaching differential calculus.