Implementation and benefits of hybrid methodology: Flipped classroom and project-based learning in mechanical engineering courses

This research article introduces a hybrid methodology encompassing project-based learning (PjBL) and flipped classroom (FC) approaches. It is aimed to advance the comprehension of the implementation and benefits of FC and PjBL methodologies, particularly within engineering education. The hybrid methodology was implemented in a Mechanical Engineering program during the first semester of 2022. It was designed to address synchronous class restrictions caused by the pandemic, leading to online classes via the Microsoft Teams platform. The population consisted of 101 students from various semesters and courses. Implementation involved quizzes, workshops, a classroom project, and personal challenges as evaluation activities. The FC materials included explanatory videos, solved problems, readings, and slides. These materials were organised on the Moodle platform. The research employed quantitative and qualitative methodologies, formulating five hypotheses and designing a 14-indicator survey. The data were analysed using statistical methods such as Cronbach's alpha, Guttman's split-half, Kolmogorov–Smirnov, KMO analysis, Bartlett's test, principal component analysis, Kruskal–Wallis ANOVA,