Abstract
In today's academic environment, the development of research skills, particularly in academic writing, is essential for student success. Research extends beyond information gathering, encompassing critical thinking and synthesis to generate new insights. Sticky learning strategies, which concentrate on making knowledge durable for long-term retention, present innovative methods for improving students' research skills. These strategies promote deeper engagement with the research process by emphasizing active learning, spaced repetition, interleaved practice, and metacognition. The intervention described herein evaluates the influence of sticky learning strategies on augmenting research skills in academic writing. It integrates various methods into the curriculum to assess their effectiveness in fostering retention, critical thinking, and knowledge application. This contribution offers practical value by adding to existing research on effective teaching strategies and carries the potential to refine instructional practices in higher education. A mixed-methods approach was employed, collecting both quantitative and qualitative data. Pre- and post-tests measured changes in students' research skills, while reflections, interviews, and surveys provided qualitative insights. Descriptive statistics and thematic analysis were used to evaluate student outcomes. Results indicated that sticky learning strategies substantially enhanced research skills, as observed in improved test scores, writing quality, and student engagement. Students reported that active learning and spaced repetition improved their ability to retain and apply knowledge. The findings suggest that incorporating these strategies into academic curricula can lead to sustained improvements in research skills and academic writing. This work provides empirical support for sticky learning strategies and offers practical recommendations for educators seeking to improve student outcomes in research and writing.