University students improve their comprehension if the questions are inserted in the text instead of at the end

( From left to right ). Marian Serrano Mendizábal, Eduardo Vidal-Abarca and Alba Rubio. An investigation of the Interdisciplinary Research Structure (ERI) of Reading of the University of Valencia (UV) affirms that, for the learning of sciences in university students, it is more efficient to integrate the questions in the development of the text than to accumulate them at the end. Applying this method, as the researcher Alba Rubio did for this study published in the journal Instructional Science , has resulted in more focused and careful learning, and helps to better remember what has been learned. Including questions in the development of complex science texts has proven to be useful for students, helping them distinguish relevant information and giving greater depth to a first reading. In addition, it helps to better understand what has been studied. With this system, students are more efficient when it comes to locating and distinguishing the necessary information, since they do not have to make an effort to remember where the information may be once they reach the final questions.