The new Higher Education Framework suggests transforming the paradigm of intervention, focusing on more active, hybrid methods that are centered on the student’s learning process, where technological tools aimed at developing and improving the teaching-learning process can be incorporated. The initial intention is to determine whether the average grades of students using the flipped method are significantly higher than the average grades of those students using traditional methods. This project, which can be considered an empirical/practical exploratory work, uses an ex post facto study with a retrospective design and a quasi-control group; the data collection process has a cross-sectional design. Results have shown there is a significant difference between the average grades of students who use a flipped method and the average grades of those who do not, with the former obtaining higher marks than the latter.