The research aimed to determine the influence of the use of my academic achievement of engineering students in differential equations. Through a quasi-experimental study compared two methods of teaching, through a group where students test differential equations using mobile applications as HD calculator, Wolfram Alpha-powered apps, and a control group that received no aid classes of applications during the I-2014 at the Francisco de Paula Santander University, Cucuta, Colombia, with test instruments such as self-concept, anxiety and results in evaluations; supported in qualitative methodology phenomenological, treated with content analysis strategy. Results: Improved academic performance of students, positive perception towards differential equations, improved levels of self-concept and anxiety scores decreased.