This study analyzes the impact of the Flipped Classroom model on the subject "Theory and Design of Machines," a core subject of the Bachelor's Degree in Mechanical Engineering at the Polytechnic University of Valencia. The objective was to evaluate the evolution of academic results and student perceptions over five years after the implementation of this methodology, which moves basic learning outside the classroom to dedicate class time to practical and collaborative activities.

The research employed a longitudinal mixed-method design, combining quantitative data (pass rates, participation, and grades) with qualitative data (surveys and feedback). Optional weekly assignments were prepared for students to work on independently, freeing up class time for complex problems. In addition, anonymous surveys were administered at the end of the course to gather feedback on the methodology.

The results showed a sustained improvement in academic results, with an average pass rate of 71%. However, this improvement cannot be attributed exclusively to the Flipped Classroom, as it coexisted with other educational strategies. Students who actively participated in the activities achieved significantly higher pass rates (79%) compared to those who did not (59%). The average participation rate was 63%, and the survey response rate reached 85%.

The surveys revealed mixed opinions. On the one hand, students valued the autonomy, practical application of knowledge, and quality of the materials, highlighting their ability to foster continuous learning and improve classroom dynamics. On the other hand, they expressed concerns about the additional workload, the lack of clarity in pre-requisite materials, and the need for more in-class support. These observations highlight key areas for improvement, such as balancing workload and clarity of materials, as well as adjustments to the assessment system.

In conclusion, this study shows that the Flipped Classroom has the potential to improve learning in technical subjects, provided adjustments are made to address student needs and curriculum demands. A combination of active methodologies could optimize the teaching-learning process. Future studies could explore its long-term impact and its integration with other pedagogical strategies in engineering contexts.

Keywords: Flipped Classroom, active methodologies, evolution, academic results, machine design.