The various research methodologies provide multiple means with which an individual may assess a situation. The most appropriate procedures for generating and interpreting information are often determined by the values of the researcher and the specific purpose of a study. However, experimental methods are the most effective means with which one may evaluate theoretical relationships. Although many research strategies generate meaningful information, hypotheses can only be conclusively refuted by contrary evidence (Kabadayi, 2007). While other methods may indicate the nature of a connection between variables, experimentation is the most direct means with which one may determine the significance of antecedent conditions.
Creswell (2009) describes a continuum of research methods within which each specific procedure emphasizes a particular degree of quantitative and qualitative elements. The most appropriate methodology will generate data that is relevant to the purpose of the study. Qualitative studies attempt to explore and represent the general subject of the study as accurately and completely as possible. While case studies explore a specific topic in depth, ethnography and phenomenology focus more on the interpretation of subjective perceptions. However, although qualitative research methods provide the means with which one may construct a representation of some phenomenon, the validity of any inductive generalizations must be evaluated through deductive strategies.
Creswell (2009) explains that quantitative methods attempt to assess the validity of a general theoretical relationship through particular comparisons between hypothetical predictions and objective measurements. Theories are interpretations that explain the relationship observed between objective variables. Scientific disciplines establish theories that are founded on empirical evidence (Çakir, 2012). In quantitative studies, the significance of a theory is evaluated in the context of a relationship that is quantified through the statistical interpretation of numerical values (Creswell, 2009). While surveys assess theories in comparison to collected data, experiments directly test theoretical relationships through comparisons between experimental and control groups. In an experiment, the effect of some manipulation, the independent variable, is quantified in reference to the differentiation it produces, the dependent variable, relative to a control group that is not does not receive the treatment.
Experiments are superior to other forms of research, because this methodology transcends mere correlations through the direct evaluation of the causal relationship between variables. While other methods may indicate some type of connection, experimentation is the only means with which one may determine the causal mechanism that produces observed correlations. Mere observation does not confirm any theoretical interpretation regarding causality. In order to understand the nature of an objective relationship, a researcher must interact with variables to determine what antecedent conditions result in dependent change.
The accuracy of scientific knowledge is increased through the elimination of false theories (Kabadayi, 2007). The scientific function of qualitative studies is limited because no number of finite observations is conclusive evidence to verify a theory with infinite applications. Any research methodology can only conditionally confirm a theory (Çakir, 2012). Regardless of the quantity of evidence that may support an idea, a scientific theory is perpetually open to the possibility of disproval. Any general theory may be conclusively refuted by contrary data. While other strategies may provide information that is relevant to a theory, falsification is most conclusive when founded on a comparison between experimental and control groups that differ in only a single feature.
Although experimentation is the most effective method for testing a theory, other methods are more suitable for alternative agendas. The most appropriate strategy of inquiry must be selected based on the purpose of a research project (Creswell, 2009). Scientific experimentation will produce little progress in the exploration of subjective meanings and interpretations. Qualitative studies like phenomenology and ethnography are much more appropriate for research that is intended to discover and describe human perceptions rather than assess their objective truth. Similarly, case studies are more appropriate when a researcher is seeking to represent only a specific situation. Additionally, the establishment of control and experimental groups may not be possible or morally permissible in many circumstances. Quantitative surveys are often more appropriate in situations involving large populations or when experimental manipulations are not practical.
Experiments do not produce absolute knowledge. Rather, any assessment is limited by the degree to which the strategy of inquiry compares the hypothetical significance of a theory to objective variables (Çakir, 2012). While experimental falsification is conclusive evidence for rejecting a theory, measurements that are consistent with the hypothesis do not necessarily confirm any truth. Ladyman, Douven, Horsten, and van Fraassen, (1997) explain that science functions to construct theories that are only sufficiently accurate to represent truth in practice. Empirical verification is only a means with which a researcher may evaluate the consistency between their theoretical understanding and empirical measurements. This method of comparison is the foundation for valid theories that enable accurate interpretations of objective relationships between variables (Creswell, 2009). Experiments are superior to other research methods, because they explicitly establish conditions that enable direct comparisons between a theory and empirical measurements.
References
Çakir, M. (2012). Epistemological dialogue of validity: Building validity in educational and social research. Education, 132(3), 664-674.
Creswell, J. W. (2009). Research Design (3rd Ed.). Los Angeles, CA: SAGE Publications.
Kabadayi, T. (2007). The second verificationists. Eurasian Journal of Educational Research, 29, 35-43.
Ladyman, J., Douven, I., Horsten, L., & van Fraassen, B. C. (1997). A defence of van Fraassen’s critique of abductive inference: Reply to Psillos. Philosophical Quarterly, 47, 305–21.
