While active learning has shown benefits in chemistry education, there is limited application of these strategies specifically aimed at strengthening students' understanding of quality parameters in laboratory settings. This study explores the effectiveness of an educational activity based on an active learning approach to reinforce the use of quality parameters in quantitative chemical analysis. The activity involved undergraduate students in the context of the Laboratory of Quantitative Analytical Chemistry. The students worked in collaborative groups, making decisions about the design of their procedures and the implemented analysis. In the laboratory experiment, the students evaluated two methods to determine ascorbic acid: implementing the use of electrodes modified or not with gold nanoparticles and applying the square wave voltammetry technique. The learning outcomes were evaluated through pre- and post-tests, resulting in a gain in subject knowledge with the intervention. Also, the participants expressed their satisfaction with the experiment, recognizing different attributes of the experience, such as the application of prior knowledge, the integration of an electroanalytical method, the opportunity to decide their implemented methodology, and teamwork. The integration of active learning in the laboratory curriculum not only achieved a gain of subject content among the participants but also resulted in a rewarding experience for them. This study serves as a model for curricular upgrades to integrate experimental laboratories based on an active learning approach to improve the academic experience and preparation of future chemists.