Abstract:
At present, students have several difficulties in learning science, which are being reflected in their poor
performance. These difficulties are due to their low participation in the classroom where they take a passive role,
independence to learn their subjects and the limited integration of knowledge. For this reason, we designed and
implemented a teaching strategy through Integration Questions and Cooperative Learning on a sample of 202 students
enrolled at a university in Ecuador, corresponding to a 2x2 factorial analysis. From the results obtained from the F
ANOVA test with a 0.05 level of significance, it was concluded that students who were exposed to Integration Questions
had better performance than those who were not exposed to them, and that the Cooperative Learning improved
performance of students who worked cooperatively compared to those who worked individually.
