This investigation was carried out for general chemistry classes in which recitation and laboratory work are closely integrated and in which very close supervision is given to laboratory classes. Results indicate that there are fewer failures under these conditions if students do individual work. Students receiving grades of over 80% seem to work just as effectively in pairs as they do when working individually, but about 5% who fail when working in pairs could, apparently obtain grades above 60% if they did individual work. The formal full statement type of report is substantially more effective than the questionaire report as indicated by mid-term and final laboratory examination grades. These examinations were made up to include 20% actual performance in laboratory skill and technique. They show an average grade which is 5.2% higher for those making formal reports even though this group did fewer experiments and took the tests covering all experiments performed by either group. The testing of single experiments shows that quite a variation exists in those experiments designed to teach the same principle. This testing also indicates that experiments on some topics contribute a great deal more to the general achievement of the student than do those on some other topics. A wider use of the method might be applied in making experiment selections for a laboratory course.

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