Two different methods of collecting information about student activity in the laboratory were compared using a series of videotape recordings. One method was based entirely on the systematic observation of student behavior (interaction analysis); the second method involved students describing their laboratory activities while watching excerpts from the videotape recording of the laboratory session (stimulated recall). Subjects, first-year undergraduate students taking 4-year courses in agricultural and horticultural science at Lincoln College (New Zealand), were selected by teachers to participate in the study. The activity of a single student in each of 13 laboratory classes (5 in zoology and 8 in physics) was recorded to compare the two methods. To determine the relative utility of the information produced by the two methods (including usefulness of the information, preference for one or the other method, and limitations of information provided), nine staff members were given a brief introduction to the project and summaries for the two methods. All nine teachers were interviewed and indicated that the information was useful in developing laboratory programs. In addition, they expressed a preference for the information generated by the second method (stimulated recall). (JN)