This study was initiated based on the premise that it would yield relevant data that could be used in evaluating research to give directions for future studies. The author developed a Role Survey Instrument to measure the degree of impact that certain factors pertinent to the study had on the researchers and on the cooperating chemistry teachers and to provide information about people involved in the sample of the study. The sample consisted of thirteen dissertations pertaining to the CHEM Study and Chemical Bond Approach (CBA) programs. Parametric statistics were used to clarify the data as presented from the Role Survey Instrument and were analyzed in terms of means and standard deviations. Results indicated greater use of CHEM Study. The majority of researchers used modified patterns of pre-posttest experimental design. Approximately 70 percent of the researchers used the CHEM Study examinations, the Watson-Glaser Critical Thinking Appraisal, the ACS-NSTA High School Chemistry Tests, and individually developed tools to obtain research data. A summary of findings from the five-point impact scale technique showed that two items, years of teaching experience and academic background, were rank ordered one and two as having the greatest impact on the researchers and on the high school chemistry teachers. (Author/EB)