This study aims to determine and analyze the effectiveness of a hybrid methodological proposal that combines the Flipped Classroom methodology with Traditional Classes in a Differential Calculus course at a regional university in Chile, targeting students from two engineering programs with different specializations. The proposed model involves providing students with reading materials and video tutorials for prior review outside the classroom, thereby utilizing lecture hours for two types of sessions: theoretical sessions focused on priority content and sessions dedicated to resolving doubts and problems. A quantitative-descriptive methodology was employed with a questionnaire to evaluate the effectiveness of the methodology. This hybrid approach seeks to leverage the strengths of both traditional and flipped models to benefit the largest number of students possible in their learning process.