Integrating Serial, Practice-Based Research into Undergraduate Learning: A Real-Time Model for Developing Research Competency

Abstract

Research education in higher learning, particularly within health and applied sciences, is often fragmented and overly theoretical, offering limited opportunities for students to engage in the full cycle of empirical inquiry. As a result, graduates frequently lack the practical skills and confidence needed to design, implement, and disseminate research grounded in real-world problems. To address this gap, this paper proposes a structured, field-based serial research learning model that guides students through a continuous, semester-long process, from problem identification and instrument development to data collection, analysis, and publication. The urgency of this model is reinforced by the demands of Outcome-Based Education (OBE) and national accreditation standards, all of which emphasize experiential, measurable, and context-driven learning. Through this approach, students not only grasp research methodology conceptually but also internalize research competencies through direct engagement in field-based projects. This paper outlines the model’s structure, pedagogical rationale, implementation challenges, and potential for cross-disciplinary replication. Findings indicate that the strategy enhances student research capacity, strengthens curriculum relevance, and supports measurable, impactful learning outcomes.
Keywords: serial research learning; experiential education; undergraduate research; research methodology; scholarly publication