In this paper, the results of two years of a research aimed at carrying out a comparative analysis between the European Transfer Credit System (ECTS) and the traditional teaching and learning system (TTLS) are presented. The ECTS is a student-centered system based on the student workload required to achieve the objectives of a program, and the outcomes of its application have been quite positive. In order to carry out the statistical analysis of the data collected in the educational experiment and make the right decisions, both treatment and control groups were formed and several tests of hypothesis were conducted. The overall results were satisfactory, and it was shown that in some subjects the differences between the ECTS and the TTLS were significant. Furthermore, in general, the students under the ECTS passed more exams and with better grades than the students under the TTLS. Also, the teaching-learning methodology strategies, tutor sessions, assessment methods, use of the VLE, use of interactive methods, student teamwork and cooperative work, and collaborative work among professors performed better under the ECTS than under the TTLS.