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The writing of lab reports is part and parcel of Chemistry in higher institutions around the world, with almost similar formats and procedures. This paper looks at the practice of writing lab reports in Chemistry for two cohorts of the pre-university programme, as well as four cohorts of the first and second years of the Bachelor of Pharmacy programme. The study also compares lab reports written by students in the respective courses to investigate the skills and knowledge obtained by students, and the value of assessment marks given on students’ reports. The effectiveness of the lab report in contributing to their knowledge during the final exam is also explored. Initial findings showed that lab reports for undergraduate Pharmacy programme can become redundant with the existence of the lab manual, hence questioning the validity of the assessment marks. All experiments tested theories with generally known results which are explained in textbooks and/ or on the Internet, which disputes the need of a lab report. Additionally, students found questions reflecting higher levels of Bloom’s taxonomy more difficult to handle, with an added challenge to complete the Discussion section of the lab report, despite sufficient discussions and lectures. The study ends with suggestions for alternative methods of writing lab reports – to restructure, revise and improve.

Chemistry Lab Reports At University: To Write Or Not To Write