Classroom research is a general term which encompasses all kinds of empirical research

that implements the classroom as a main research site and a tool in the data gathering process.

Under this general term of classroom research, observation comes into prominence as one of the

main modes of data collection in a research process that centers on teaching and learning. Here,

it could be posited that the process of observation can aid researchers gain insights about the real

world application of certain theoretical concepts, via the gathering of evidence through methods

of recording data, such that it helps test the practicality of a theory/concept.

As Mackey and Gass (2005) explains, the methodological processes involved in

classroom research are not unique to itself, since these techniques branch off into other areas of

scientific research as well because the techniques of observational data gathering are versatile in

their ability to be implemented in different research environments, all to the effect of either

constructing an argument to uphold a theoretical concept or to completely deconstruct a concept

and point out its flaws through observational analysis.

Furthermore, to examine the statement in question, ‘observational schemes’ could be

taken into discussion. An example for observational schemes are the structured vs unstructured

observational schemes. A ‘structured observation’ involves going into a classroom with pre-

planned, highly specific goals and observational categories whereas an ‘unstructured

observation’ is where the researcher goes into a classroom, observes first and later decides the

significance of the data. In the former method of ‘structured observation’, it is easier for a

researcher to have presumptions about the validity of a certain precomputed teaching theory. For

an instance, in an ESL classroom, a researcher might have a presumption about the constructivist

theory put forth by Bruner (1961) about the advantages of ‘discovery learning’ (which is an

active type of learning also known as “learning by doing”) in an ESL context, a researcher could
walk in with several notes or a list of points to be observed in an ESL classroom that employs the

above method of teaching. If the observational goals are met with and are evident in the

classroom in question, the researcher might come out of the observation with a clear

understanding of how the theories are implemented in practice and how effective these theories

can be. On the other hand, even if the researcher’s goals are not fulfilled, it could still lead to

vivid insights about how a certain theory fails to be effective in practice. Furthermore, feedback

from the researcher could help the teachers constructively which in turn enrichens the

teaching/learning experience. According to Zaare (2012), the benefits that the teachers get from

observation include “receiving a deeper understanding of theoretical knowledge and practical

options for what, how, and to what extent to use that knowledge in their classroom” (p. 611).

On a final note, it can be stated that there are several methods of observation and that the

researcher can implement a preferred method to test their hypotheses about the application of

their selected theories in a classroom environment. Furthermore, the researcher needs to give

feedback constructively and record data objectively to achieve their desired results.