This paper examines the educational impact of a prepilot study on the "Learning Logs" literacy strategy as it was used in Louisiana. The study examined how students' conceptual understanding of kinematics and Newton's laws were impacted in a ninth-grade physical science course. The findings address a gap within the current research literature concerning the efficacy of the strategy in the high-school physics classroom. Pre- and posttesting evidence demonstrated that participating in the end-of-class activity of autonomous reflection, without instructor feedback, resulted in negative learning gains and reinforcement of misconceptions. The data collected demonstrate a need for a more standardized feedback system to better inform students and teachers on conceptual mastery.