The research topic of the article I chose, Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement, tests how effective quizzes are in learning, specifically with middle school students in a science class.
The article relayed the information gathered from an experimental study, which examined whether quizzing students fosters learning of course content. The researchers used 139 8th grade science students to conduct their experiment. In experiment one, the researchers used three quizzes on the courses content spread throughout the unit prior to the unit’s examination, this experiment resulted in the students receiving a 13%-25% gain in their examination performance. In experiment two, the researchers manipulated the placement of the quizzes. In this experiment the students were quizzed on content prior to the lecture and then again immediately after the lecture. It was found that experiment two resulted in the highest unit examination scores, the benefits of quizzing often continued throughout the students entire course.
The type of data needed for the researchers to properly answer their research question is acts, behavior, or events due to the fact that it is a first-order phenomena and the researchers are conducting the research themselves and observing it in person. The data-gathering method would then be ethnography due to the fact the researchers were in contact with the research subjects. The method of data analysis would fall under the category of quantitative data due to the fact that it is regarding numerical grades and scores in connection with the number of quizzes.
I found this type of research to be very interesting and helpful. The way the researchers conducted their research accompanied by the different methods they used to test how the quiz taking was affecting the examination results was flawless and led to great results, it was a successful experiment.

Agarwal, Pooja K., Huelser, Barbie J., McDaniel, Mark A., McDermott, Kathleen B. Roediger, Henry L. (2011, February). Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement. Journal of Educational Psychology, Vol. 103. No. 2, pp. 257-508.