This study adopted the quasi-experimental research design to investigate the comparative academic performance of a group of 53 learners who personally sought for information on specified instructional content and later applied the reflective journaling strategy during teacher facilitated experiential teaching of same content and another equivalent group of 34 learners who received the same instructional content by the conventional classroom lecture/discussion method. Analysis of learner performance data revealed that there is no significant difference in the academic performance of the two groups of learners when evaluated immediately after the lesson. But the academic performance of learners was considerably enhanced when learners applied spaced repetitive approach in self-study of their reflective journals. The study recommends that teachers should structure spaced repetitive study of learning matter into the facilitation of learning.