Abstract:

This study evaluated a staged, feedback-based model for teaching research that integrates analytic rubrics and iterative revision and resubmission cycles to develop research preparation competencies, strengthen student autonomy, and support academic integrity in an applied research-skills course. A one-group quasi-experimental pre-test–post-test design was used, complemented by an explanatory mixed-methods strand. The sample comprised 72 undergraduate business students at the College of Applied Studies, University of Bahrain. Measures included analytic rubric scores at four time points (Stage 1, Stage 2, Stage 3, and final product) on a 1–4 scale, a research concepts and skills test administered pre and post (maximum 25), and pre/post surveys of integrity awareness and autonomy on a five-point Likert scale, supported by open-ended responses. Repeated-measures analysis showed significant and large gains across all rubric criteria over time, with partial eta-squared values between 0.58 and 0.68. The test showed a large pre–post gain (M = 12.90 to 19.60; t(71) = 19.40, p < .001; d = 2.29). Integrity awareness rose while self-reported inclination toward non-authentic practice fell, and autonomy indicators (planning and time management, research self-efficacy, and feedback uptake) improved. Qualitative themes explained these gains through clearer quality standards and actionable feedback, while time pressure emerged as the main implementation constraint. The findings support adopting staged, feedback-rich assessment as a learning pathway in research-skills courses, provided that scheduling, rubric calibration, and integrity-focused design are managed deliberately.

Keywords:

staged model, feedback literacy, analytic rubrics, research skills, student autonomy, academic integrity.