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Interactive environments for learning
biochemistry: a pedagogical experience with
TopWorksheets in higher education
Ambientes interactivos para aprender bioquímica: una
experiencia pedagógica con TopWorksheets en la
educación superior
Luis Chonillo-Sislema
Universidad Nacional de Chimborazo, Riobamba, Ecuador
Facultad de Ciencias de la Educación, Humanas y Tecnologías, Carrera de Pedagogía de la
Química y Biología
luischonillo035@gmail.com
https://orcid.org/0000-0002-7461-1096
María Chicaiza-Uquillas
Universidad Nacional de Chimborazo, Riobamba, Ecuador
Facultad de Ciencias de la Educación, Humanas y Tecnologías, Carrera de Pedagogía de la
Química y Biología
maria.chicaiza@unach.edu.ec
https://orcid.org/0009-0001-4343-0145
Erick Ruiz-Totoy
Universidad Nacional de Chimborazo, Riobamba, Ecuador
Facultad de Ciencias de la Educación, Humanas y Tecnologías, Carrera de Pedagogía de la
Matemática y Física
erik.ruiz@unach.edu.ec
https://orcid.org/0009-0001-5768-2650
Genesis Amaguaya-Uvidia
Universidad Nacional de Chimborazo, Riobamba, Ecuador
Facultad de Ciencias de la Educación Humanas y Tecnologías, Carrera de Pedagogía de la
Matemática y Física
genesis.amaguaya@unach.edu.ec
https://orcid.org/0009-0001-0435-2391
(Received on: 21/08/2025; Accepted on: 11/09/2026; Final version received on: 15/05/2026)
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Suggested citation: Chonillo-Sislema, L., Chicaiza-Uquillas, M., Ruiz-Totoy, E., y Amaguaya-
Uvidia, V. (2026). Interactive environments for learning biochemistry: a pedagogical
experience with TopWorksheets in higher education. Revista Cátedra, 9(2), 18-32.
Abstract
Currently, the use of interactive platforms allows students to independently acquire
personalized learning. In this context, interactive worksheets managed on the
TopWorksheets platform were applied to teach biochemistry to higher education students.
Therefore, a quantitative study based on the positivist paradigm and a quasi-experimental
operational design was conducted. The study involved 62 students, 35 in the experimental
group (EG) and 32 in the control group (CG), who were enrolled in a Biochemistry course at
an Ecuadorian university. Knowledge tests on organic biomolecules were administered
before and after the study, along with a survey that collected experiences and anecdotes
related to the activities using TopWorksheets. The results showed a significant difference
between the mean scores after the intervention (5.50 ± 1.81 vs. 7.20 ± 2.23), with the
difference being significant in both groups (t = 3.40; p = .01; Cohen's d = 0.83). Regarding
the experience, 72% of the students indicated that the interactive worksheets were ideal for
reinforcing biochemistry content and for improving participation (89%); and 89% were
satisfied with the experience. It is concluded that the use of interactive worksheets as a
teaching resource improved biochemistry learning in both the conceptual and attitudinal
domains.
Keywords
Biochemistry, chemistry didactics, higher education, chemistry teaching, ICT (information
and communication technologies)
Resumen
En la actualidad, el uso de plataformas interactivas permite que los estudiantes, de forma
autónoma, adquieran un aprendizaje personalizado. En este sentido, se aplicaron fichas
interactivas gestionadas en la plataforma TopWorksheets para aprender bioquímica en
estudiantes de educación superior. Por ello, se realizó un estudio cuantitativo sustentado
en el paradigma positivista y un diseño operativo cuasiexperimental; se trabajó con 62
estudiantes, 35 del grupo experimental (GE) y 32 del grupo control (GC) que cursaron la
cátedra de Bioquímica de una universidad ecuatoriana. Se emplearon pruebas de
conocimientos antes y después sobre biomoléculas orgánicas; además de una encuesta que
recoge las experiencias y anécdotas de las actividades utilizando TopWorksheets. Los
resultados constataron una diferencia significativa entre la media de calificaciones después
de la intervención (5.50±1.81 vs. 7.20±2.23), siendo la diferencia significativa en ambos
grupos (t = 3.40; p = .01; d de Cohen = 0.83). En cuanto a la experiencia, el 72% de los
estudiantes indicaron que las fichas interactivas son ideales para reforzar los contenidos de
bioquímica y para tener una mejor participación (89%); y un 89% están satisfechos con la
experiencia. Se concluye que el uso de fichas interactivas como recurso didáctico mejoró el
aprendizaje de bioquímica en cuanto al área conceptual y actitudinal.
Palabras clave
Bioquímica, didáctica de la química, educación superior, enseñanza de la química, TIC
(tecnologías de la información y comunicación)
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1. Introduction
Undeniably, digital technologies serve as a medium that transforms and contributes to the
optimization of both teaching and learning across all educational levels. Higher education
has been a privileged setting for integrating innovative tools with high motivational value
for students, aiming to modify traditionalist approaches. In a training shift, science
education faces the constant challenges of updating pedagogical strategies in response to
the growing complexity of content and the diversity of student profiles. In scientific
disciplines such as Chemistry, difficulties in assimilating topics are well-documented; this
has driven the need to update the way content is addressed to guarantee quality
professional training.
Addressing the use of Information and Communication Technologies (ICT) from an
innovation perspective provides a means to reposition teachers based on their didactic
knowledge. The significance of incorporating ICT into education lies in creating new
learning scenarios; to this end, Del Padre et al. (2022) recommend that educators become
familiar with such advancements and implement them in the classroom to render the
learning process more appropriate, successful, and engaging (Del Padre et al., 2022, p.
1397). From a techno-educational standpoint, Vásquez and Jaramillo indicate that ICT offers
ideal environments for the active construction of knowledge, as it enables interaction
among students, access to diversified content, and the possibility of immediate feedback—
factors that enhance deep learning (Vásquez & Jaramillo, 2025, p. 183).
The teaching of chemical sciences, particularly biochemistry, faces major challenges due to
the complexity of concepts, the need for pedagogical methodologies to facilitate
comprehension, low academic performance, and the large volume of content that must be
memorized. These deficiencies have eroded the alignment between curricular objectives
and learning achievements, thereby affecting the professional preparation of students. It is
widely known that biochemistry is a complex science, as it studies the chemical composition
of living beings, focusing on specific molecules—such as carbohydrates, proteins, lipids,
nucleic acids, and vitamins that form cells and tissues—and how they interact and react
with one another. Consequently, the language through which biochemistry is
communicated requires dynamic and interactive didactic materials. As noted by Dreon, a
student learns a concept when they are capable of endowing the presented material or
information with meaning—that is, when they comprehend that material, where
comprehension is equivalent to translating it into their own words (Dreon, 2023, p. 10).
The use of interactive platforms has consolidated as a pedagogical strategy that allows for
the construction of dynamic, meaningful, and student-centered learning environments,
fostering exploration and motivation—innovative criteria aligned with technological
advancements. In fact, various studies support the effectiveness of digital interactivity in
science learning. For instance, Terrado points out that gamification and interactivity
increase student motivation and academic performance (Terrado, 2023, pp. 44-45).
Furthermore, Chonillo demonstrated that platforms like Liveworksheets allow for the
personalization of pedagogical strategies, adapting better to the communication of content
and, consequently, favoring the comprehension of chemistry (Chonillo, 2024). For their
part, Yustiqvar et al. highlight that the use of digital resources facilitates the visualization of
phenomena, thereby improving the understanding of scientific topics through the use of
simulations and interactive exercises (Yustiqvar et al., 2019). Similarly, Morgan et al., as well
as Rodríguez and Marín, agree that the integration of educational technologies fosters
collaborative and dynamic learning environments (Morgan et al., 2025; Rodríguez & Marín,
2019).
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Within this framework, the present research focuses on determining the effect of the
TopWorksheets platform by managing interactive worksheets to learn biochemistry among
higher education students. From a comprehensive approach, the study seeks to provide
empirical evidence by offering students pedagogical strategies that integrate interactive
technologies to optimize biochemistry teaching, thereby strengthening cognitive and
procedural competencies, as well as enhancing motivation and classroom participation.
Regarding the structure of this article, Section 2 (Literature Review) presents the concepts
related to the study. Section 3 (Methodology) describes the methodology used to develop
this research process, including the intervention proposal. Section 4 (Results and
Discussion) shows the analysis and discussion of the findings. Finally, Section 5 establishes
the conclusions based on the obtained results.
2. Literature review
2.1. Education in the digital age
Education in the digital era constitutes a process of reconfiguring pedagogical paradigms; it
is not merely about incorporating electronic devices into the classroom, but rather about
transforming the modes of production, circulation, and appropriation of knowledge.
According to Reyero, digitalization has broken the boundaries of traditional teaching, giving
rise to personalized and ubiquitous scenarios where learning occurs in both formal and
non-formal environments (Reyero, 2019, p. 111). From the perspective of the Escuela
Nueva (New School) movement, education must be conceived as a digital ecosystem that
promotes connectivity, cooperation, and open access to knowledge. As clarified by Largo et
al., digital education opens access to virtual libraries, laboratories, global collaboration
platforms, and interactive learning spaces, thereby expanding students' formative horizons
(Largo et al., 2022, pp. 281-282).
A proverb states that whoever "integrates the new, transforms the old"; this implies that
incorporating strategies through technology redefines the way knowledge is constructed,
given that ICT and active methodologies transcend traditional methods, generating more
dynamic and meaningful learning environments. Thus, in alignment with UNESCO
guidelines, educational practice is transformed into a flexible and adaptable ecosystem,
capable of responding to societal challenges and shaping autonomous, competent students
committed to their own learning. Therefore, education in the digital era is not a simple
process of modernization, but rather a structural change that redefines the purposes,
methods, and meanings of teaching (UNESCO, 2024).
2.2. Interactivity in teaching and learning
Interactivity is one of the pillars of educational renewal, as it fosters a dialogic process
where students manipulate, explore, and generate knowledge from experiences (Córdova
& Lino, 2024, p. 1032). Furthermore, it is defined as the exchange of communication and
information between individuals. It is also a way for students to interact with content,
develop ideas, and work more dynamically.
Consequently, interactive tools should not be understood as simply the presence of a
technological medium, but rather as a pedagogical strategy that places the student at the
center of the learning process. To this end, technological resources are a vehicle for
knowledge construction, but the essential element is the didactic approach that guides them
(Rodríguez-Basantes et al., 2023, pp. 194-195). Furthermore, it fosters the affective-
motivational dimension, because the student, by being actively involved in digital and
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enriching content, develops a sense of agency and belonging to knowledge, generating a
virtuous circle between motivation, curiosity and persistence in the task.
2.3. Didactic and pedagogical potential of interactive tools
The potential of interactive tools transcends their instrumental function. Chaves and De la
Peña establish that they are part of pedagogical innovation, serving as platforms that
integrate multiple languages—visual, symbolic, textual, and auditory—to address the
diversity of learning styles present in the classroom. This multimodality strengthens
content comprehension and reinforces long-term memory (Chaves & De la Peña, 2025, pp.
37–39). Pedagogically, they align with constructivist and sociocultural approaches, which
conceive of learning as an active, situated, and mediated process, where knowledge is
constructed through action, reflection, and interaction.
The multiple interactive platforms are not merely teaching resources, but devices that
transform the very meaning of teaching and learning. Web 2.0 offers a variety of interactive
tools (see Figure 1).).
Figure 1. Interactive tools for the development of learning content
● WordWall: Create interactive activities and customizable educational games, such
as crosswords, word searches, and quizzes, to reinforce learning dynamically.
● Liveworksheets: Transform traditional worksheets into interactive online exercises,
allowing for digital responses, self-correction, and tracking of student progress.
● LearningApps: Create interactive micro-activities, such as puzzles, quizzes, and
matching games, that can be easily integrated into face-to-face or virtual classes.
● Quizlet: Create flashcards, quizzes, and games to review concepts repetitively and
collaboratively, ideal for memorization and self-assessment.
● ExeLearning: Facilitates the creation of structured, multimedia educational content
focused on e-learning, with resources such as text, images, and interactive links.
● ProProfs: Manage quizzes, surveys, exams, and online courses, with learning
tracking and results analysis features for teachers.
● Educandy: Turn vocabulary or concepts into interactive games, such as crosswords
or matching exercises, promoting fun and engaging learning.
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● Genially: Create interactive and visual content, such as presentations, infographics,
games, and videos, ideal for enriching teaching with multimedia resources.
● Educaplay: Create interactive activities, such as word searches, interactive maps,
crosswords, and quizzes, that allow you to reinforce concepts in a fun way.
2.4. interactive tools: TopWorksheets for learning Chemistry
Web-based tools have proven to be strategic allies in overcoming the difficulties students
face when learning chemistry. On a motivational level, they have succeeded in sparking
interest and curiosity in students, who often perceive this science as excessively difficult. In
this way, chemistry becomes a fertile ground for innovation, promoting meaningful learning
and building a closer relationship between science, technology, and society.
Among the many available platforms, this study focused on TopWorksheets, a platform that
allows users to manage interactive worksheets by creating exercises, questions, activities,
and educational games. It integrates diverse multimedia resources, such as sounds, videos,
links, images, and audio, as well as activities involving fill-in-the-blank, selection, matching,
and multiple-choice questions. Together, its various functionalities foster a more dynamic,
participatory, and enriching learning experience. According to Cañar et al. (2024), this
platform facilitates the creation of engaging activities with automatic grading, reduces
paper consumption by being online, and its free and easy-to-use nature makes it suitable
for classroom use.
3. Methodology
In the development of this study, a quantitative approach was adopted, adhering to the
positivist paradigm and a quasi-experimental pretest-posttest design with a control group
(CG). This involved measuring the dependent variable (biochemistry learning).
Subsequently, an intervention was implemented using interactive worksheets to assess its
effectiveness in the experimental group (EG). The variable was then measured again, and
the learning outcomes were compared between the two groups.
The population consisted of 67 students, distributed as 32 students in the CG and 35
students in the EG, from the 2024-1S academic period, enrolled in the Biochemistry course
of the Bachelor's Degree in Chemistry and Biology Pedagogy at an Ecuadorian university.
This allowed for a balanced comparative analysis between both groups; no sample was
selected, as the research was conducted with the entire study population. To begin the
investigation, a 10-question online knowledge quiz about carbohydrates, proteins, lipids
and fats, nucleic acids, and vitamins was developed and administered via the Quizizz
platform. The quiz covered items related to structure, characteristics, function, and food
sources. These tests allowed, firstly, for diagnosing the students' level of knowledge at the
start of the study and, subsequently, for evaluating the effect of the intervention.
Furthermore, the modern McDonald omega coefficient was used to measure the reliability
of the instruments (see Table 1.).
McDonald's ω
N.º of elements
Interpretation
Survey
0.825
5
Good
Knowledge tests
0.801
2
Good
Table 1. Instrument reliability statistics
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Regarding the intervention's development, five interactive worksheets were created and
stored (see Figure 2). The worksheets were implemented in ten 60-minute classes over two
months. Complementary activities related to the topic were also used (crosswords, word
searches, fill-in-the-blank tests, and drawing and painting activities). At the end of each
period, each activity was evaluated (post-test) to compare its impact on students' academic
performance. Following the implementation, a survey was administered to gather students'
experiences using the worksheets, with five response options (Strongly Disagree, Disagree,
Neutral, Agree, and Strongly Agree).
Figure 2 summarizes the data collection process.
Figure 2. Flowchart of the application of the intervention using interactive cards.
Following the intervention, the tabulated data was used to perform the respective
descriptive and inferential statistical analysis, comparatively using IBM SPSS Statistics V.27
and RStudio, to answer the research question: How do the interactive worksheets managed
in TopWorksheets promote the learning of biochemistry in students of the Chemistry and
Biology Pedagogy program?
4. Results and discussion
Data were collected from 67 students, based on the five topics covered in the syllabus units:
carbohydrates, proteins, lipids or fats, vitamins, and nucleic acids. These data were
averaged considering the results of the pre-test and post-test assessments, as well as the
supplementary activities.
Figure 3 shows the knowledge level of the control group (CG) and experimental group (EG)
in relation to the topics covered in the initial assessment. As can be seen, in the CG, 12
students (38%) and in the EG, 11 students (31%) did not reach the required learning levels
(NAR, ≤ 4.0). Likewise, in the CG, 15 students (47%) and in the EG, 14 students (47%) were
close to reaching them (PAR, 5–6). Similarly, in the CG, 4 students (13%) and in the EG, 4
students (11%) reached them (AAR, 7–8). Furthermore, in the control group (CG), 1 student
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(3%) and in the experimental group (EG), 4 students (11%) mastered the required learning
(DAR, 9); only in the EG did 2 students surpass the learning requirements (SAR, 10). After
an "within-groups" analysis, the absence of statistically significant differences with respect
to the initial academic result was confirmed (t(65) = 0.16; p < .84), showing that the means
in the groups were not significant (5.0 ± 1.6 vs. 5.1 ± 2.6/10), which affirms that both groups
are equivalent and are in the same conditions to receive the experimental treatment.
Figure 3. Level of incidence of the application of interactive worksheets for learning biochemistry (pre-test).
Following the intervention, the final evaluation, as shown in Figure 4, reveals that in the
control group (CG), 10 students (31%) and in the experimental group (EG), 5 students
(14%) did not achieve the required learning outcomes (NAR). Similarly, in the CG, 17
students (53%) and in the EG, 7 students (20%) were close to achieving them (PAR).
Likewise, in the CG, 1 student (3%) and in the EG, 9 students (26%) achieved the required
learning outcomes (AAR). Furthermore, in the CG, 3 students (9%) and in the EG, 10
students (27%) mastered the required learning outcomes (DAR). Finally, in the CG, 1
student (3%) and in the EG, 4 students (11%) exceeded the required learning outcomes
(SAR); this demonstrates a difference in learning levels between the groups.
1
4
15
12
2
4
4
14
11
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SAR DAR AAR PAR NAR
Control Experimental
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Figure 4. Level of incidence of the application of interactive worksheets for learning
biochemistry (post-test).
To verify the effect of interactive worksheets on biochemistry learning, a Student's t-test for
independent samples was chosen to evaluate whether there were significant differences
when comparing the means of two groups of cases (Guillen et al., 2019).
— Working Hypothesis
H1: There is a difference between students in the experimental group (EG) and students in
the control group (CG) with respect to biochemistry learning after the application of
interactive worksheets managed through the TopWorksheets resource.
— Determination of (alpha)
α = 5% = 0.05 (admitted error for the statistical test), at a 95% confidence level.
— Statistical Decision
If the obtained probability p-value ≤ Alpha = 5% = 0.05, Ho is rejected (H1 is accepted).).
1
3
1
17
10
4
10
9
7
5
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SAR DAR AAR PAR NAR
Control Experimental
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Figure 5. Average biochemistry learning outcomes for different treatments
Depending on the intervention (Figure 5), a difference was found between the mean
knowledge test scores for the experimental group (EG) that used interactive flashcards (M
= 7.20, SD = 2.23, n = 35) and the control group (CG) that did not (M = 5.50, SD = 1.81, n =
32), such that those who participated in the program obtained better results on the
knowledge test. This means that Biochemistry learning was 1.70 times higher on average in
the EG compared to the CG. The t-test showed that this difference was statistically
significant (t(65) = 3.40, p < .01, 95% CI [2.70, 0.70]). Because a difference in means was
found, Cohen's d was interpreted as an indicator of practical importance for this study,
leading to the conclusion that the effect was large (d = 0.83, 95% CI [1.33, 0.33], Cohen
2013). Therefore, there is statistical evidence to affirm that biochemistry learning improves
significantly after the application of interactive worksheets managed in the TopWorksheets
resource.
In line with these results, Delgado-Cobeña et al. explain that digital resources promote
dynamic and meaningful forms of learning, which allow students to analyze, discuss,
understand, and generate new knowledge (Delgado-Cobeña et al., 2023, p. 21). From a
constructivist perspective, Gértrudix and Ballesteros state that ICTs are considered
motivating tools for students, as they capture their attention and encourage activity in the
classroom (Gértrudix and Ballesteros, 2014, p. 2). A study with Biochemistry and Pharmacy
students by Simaluiza established that Web 2.0 platforms are associated with positive and
beneficial experiences for students, improving their understanding of the topics covered,
teamwork skills, and creativity (Simaluiza, 2024, p. 13). Furthermore, the study explored
how the use of Web 2.0 resources impacts motivation and interest in learning.
Innovating the teaching-learning process begins with the creativity applied by the teacher
and the selection of resources that are appropriate for new digital models in education.
According to Delgado-Cobeña et al., teaching resources must be flexible to achieve a relevant
combination with the learning objective; that is, the interaction between the student and
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the educational material should systematically and substantially generate knowledge
(Delgado-Cobeña et al., 2023, p. 43).
4.1. Exploring the experience of the interactive course.
Figure 6. Results of the student perception survey.
In response to the first question, 89% (83% "strongly agree," 6% "agree") stated that the
use of digital resources is ideal for optimizing knowledge of a subject. A large proportion of
students agreed that digital resources (simulations, interactive videos, and educational
applications) offer opportunities to personalize content. Mora indicates that learning can be
significantly improved through a variety of pedagogical approaches (Mora et al., 2024).
In response to the second question, 72% indicated that the use of interactive worksheets is
very helpful for academic reinforcement in Biochemistry. Many students mentioned that
the development of dynamic and creative activities adapted to their learning style, which
radically improved classroom participation. Pérez indicates that this strengthens teaching
and learning, especially for those students who have greater difficulty understanding the
topics (Pérez, 2024).
Regarding the third question, the majority of respondents (72%) mentioned that the
worksheets are engaging for learning Biochemistry through interactive exercises. Students
gained a better understanding of the material, as Chonillo (2024) notes that interactivity
provides an effective learning experience with the content. Tools like TopWorksheets and
Liveworksheet allow for the management of interactive PDFs where the self-correction
feature helps students better grasp the material.
Regarding the fourth question, the majority of respondents (77.8%) strongly agreed or
agreed that the topics studied in the Biochemistry course were easier for them. This was
because the worksheets not only facilitated the assimilation of concepts but also made the
learning process more engaging. Furthermore, the integration of visual and practical
elements in the interactive worksheets helped to better illustrate abstract concepts, making
learning a more tangible and concrete experience (García & Santana, 2023).
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%
P5. Do you consider that the use of interactive
worksheets motivated you to participate more in
class?
P4. Do you think the topics studied were easier to
understand with the help of the interactive
worksheets?
P3. Did you find the activities using
TopWorksheets' interactivity engaging for
learning Biochemistry?
P2. Do you think the interactive worksheets on
TopWorksheets helped reinforce Biochemistry
content?
P1. Do you consider that the use of digital teaching
resources optimizes learning in a subject?
Strongly agree Agree Disagree Strongly disagree
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In the fifth question, 88.9% felt that the topics covered motivated them to participate more
actively in the Biochemistry class (77.8% "strongly agree" and 11.1% "agree"). This aligns
with Morales et al. (2015), as the use of technology in classes enhances interest, which in
turn motivates students to engage in interactive activities; it also prevents boredom and
monotony in the classroom.
A chi-square test was also performed to compare variables (Table 2), comparing the
variable "Interactive worksheets on the TopWorksheets platform are attractive for learning
biochemistry" with the variable "Consider that the use of interactive worksheets motivates
greater participation in the Biochemistry class," yielding the following results:
Chi- square tests
Value
df
Asymptotic significance (2-sided)
Pearson's Chi-square
16.796
a
6
.010
Likelihood ratio
15.982
6
.014
Linear-by-linear association
.001
1
.970
Number of valid cases
35
a. 9 cases (75.0%) were expected to be less than 5. The minimum expected result was .06.
Section 2. Association between motivation, participation and perception of interactive
data in Biophysics
The chi-square test analysis of association revealed statistically significant results, χ²(6, n =
35) = 16.80, p = .010, indicating a statistically significant relationship between the two
variables. In other words, motivation to participate in class is linked to a positive perception
of interactive worksheets as an academic support resource, with a strength of association
Φ = 0.49; according to this strength index, the association was moderate. Borbor et al. found
that technological solutions increase motivation for learning in science (Borbor et al., 2024).
Furthermore, they promote cognitive development through participatory activities.
A question was also added asking students to rate their experience using interactive
worksheets to learn biochemistry (carbohydrates, proteins, lipids or fats, vitamins, nucleic
acids). As shown in Figure 5, the majority of students (89%) rated the learning experience
as excellent.
Figure 6. Satisfaction with the use of interactive cards
5. Conclusions
The use of interactive worksheets significantly improved biochemistry students' learning,
as it strengthened their understanding of biomolecules (carbohydrates, proteins, lipids,
nucleic acids, and vitamins) and enhanced their analytical skills in applying concepts. This
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finding is supported by the results of the Student's t-test, as well as by the students'
experiences gathered in the survey.
The survey revealed that students value interactive worksheets as an effective resource for
learning biochemistry, since these activities facilitated a meaningful connection with the
content, increased motivation, improved class participation, and contributed to more
consistent learning, which is reflected in the post-test scores.
The design and implementation of interactive educational platforms like TopWorksheets
offers similar benefits to other digital tools, standing out for its accessibility, immediate
feedback, personalization, and flexibility. These characteristics make them valuable
resources both inside and outside the classroom, fostering meaningful learning through
reinforcement activities, gamification, and independent work.
This research contributes to the literature on innovative teaching methodologies by
demonstrating that integrating interactive worksheets into digital platforms promotes
active learning. It also confirms that their application has a moderate and significant effect
on academic performance, thus providing a basis for future research in other areas of
science education. However, future research should consider larger populations to
strengthen the external validity of these findings.
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Authors
LUIS CHONILLO-SISLEMA obtained his degree in Pedagogy of Chemistry and Biology
(2024) at the Universidad Nacional de Chimborazo (UNACH). Cuenta con diplomados:
Design and management of educational projects, Educational legislation, Creation of
educational games and teaching materials, Redaction and publication of scientific articles –
INUDI-Perú institute, Educational robotics. Additionally, you are an expert in virtual
education and virtual auth design by FATLA. Currently, she is a docent of chemistry and
docente-investigator of the Centro Académico Cauchy. In the course of his professional life
he demonstrated a strong interest in investigative processes, constantly developing new
forms of improvement in the teaching and learning of chemistry and biology. He is the
author of various articles, book caps and books published in various reviews indexed by
Scopus, Dialnet, WoS, Scielo, Redalyc, among others. I am invited to various national and
international conferences
MARÍA CHICAIZA-UQUILLAS obtained her title of Licenciado en Pedagogía de las Ciencias
Experimentales Quimica y Biología (2025) de la Facultad de Ciencias de la Educación,
Humanas y Tecnologías en la Universidad Nacional de Chimborazo-Ecuador (UNACH).
Currently this education is incomplete at the Intellectual Academic Center - Educational
Solutions, Riobamba.
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Revista Cátedra, 9(2), pp. 18-32, July-December 2026. e-ISSN: 2631-2875
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ERICK RUIZ-TOTOY obtained his title of Licenciado en Pedagogía de las Ciencias
Experimentales Matemática y Física (2025) de la Facultad de Ciencias de la Educación,
Humanas y Tecnologías en la Universidad Nacional de Chimborazo-Ecuador (UNACH).
GENESIS AMAGUAYA-UVIDIA obtained its title of Licenciado en Pedagogía de las Ciencias
Experimentales Matemática y Física (2025) de la Facultad de Ciencias de la Educación,
Humanas y Tecnologías en la Universidad Nacional de Chimborazo-Ecuador (UNACH).
Declaration of Authorization-CRediT
LUIS CHONILLO-SISLEMA: estado de la cuestión, concepts relacionados, Escritura-revisión
y edición, metodología, validation, análisis de data, elaboración de material didáctico,
visualization, redacción- primer borrador, conclusions, revision de ortografía.
MARÍA CHICAIZA-UQUILLAS: Application of instruments, Escritura- revision and editing,
methodology, analysis of data, visualization, redaction- primer borrador, elaboration of
didactic material, tabulación of results, conclusions.
ERICK RUIZ-TOTOY: related concepts, methodology, tabulation of results, validation,
redaction - primer borrador, revision of spelling.
GENESIS AMAGUAYA-UVIDIA: related concepts, data analysis, visualization, redaction -
primer borrador, revision of spelling.
Statement on the use of artificial intelligence
The authors declare that they use the ChatGPT version - model GPT-4 (OpenAI), version
from June of 2025, exclusively to support the reformulation and improved language of some
of the fragments of the manuscript. It is part of the scientific content, results, analysis or
interpretations generated by artificial intelligence. All material has been reviewed and
validated by the authors, who are responsible for their accuracy and rigor.
