The aim of this study was to analyze the impact of learning approaches on the academic performance of first-semester university students in the Faculty of Agricultural Sciences at the Central University of Ecuador. The “Revised-Study Process Questionnaire-2 Factors” (R-SPQ2F) instrument was employed. Contradictory results were obtained compared to previous studies, with low values of Cronbach’s Alpha observed, indicating that students in both majors exhibit a similar learning approach. The Kruskall and Wallis test by gender also failed to provide significant differences. The findings highlight a homogenization of learning approaches among students in the two evaluated majors, with a predominance of a superficial approach. In other words, students prefer making minimal effort to pass subjects rather than focusing on acquiring a greater depth of knowledge.