Th e study had a quantitative approach of descriptive type.A representative sample of 100 students was considered by means of a random sampling to which the SMLQ questionnaire was applied (Self report, learning strategies and motivation), also the teachers of the selected semesters were applied the Questionnaire of Teaching Processes (CPE) designed by Carrascal.Th ese instruments have been validated through other research carried out in Colombia, Spain and Mexico.Th e results showed that the teaching processes have a highly signifi cant relationship with the academic performance of the students of the program, that in the activity of feedback of the results of the evaluation and the monitoring of the learning process is not infl uencing positively the Academic performance of these students, as well, it was observed that the semester variable that the student is correlated is correlated with the average grade and shows that during the fi rst semesters poor academic performance predominates.Finally, it is concluded that as the student studies a higher semester, his academic performance improves, on the other hand, it was verifi ed that the students who were never applied techniques, works and ways of evaluating them as didactic guides, fi eld practices, visits Entrepreneurs, among others, showed a poorer academic performance than the other students who did.