This study investigated the effect of spaced learning method on the students’ working memory capacity and achievement in Chemistry. It sought to answer these objectives: (1) identify the working memory capacity profile of the students; (2) determine the achievement of the students in Chemistry before and after exposure to spaced learning; (3) ascertain if there is a difference between the pretest and posttest mean scores in the achievement test; (3) determine the pretest and posttest mean scores across working memory capacity level; (4) find out if there is a difference in the gain scores across level; and (6) assess the students’ experiences on the use of spaced learning. This study utilized the single group pretest–posttest pre–experimental design. One intact class consisted of 31 students was the respondents. The instruments include: (1) achievement test; (2) spaced learning lessons; (3) Digit Span Backward Test; (4) students’ experience survey; and (5) observation checklist. To analyze the data, weighted mean, paired t – test, Kruskal Wallis and Wilcoxon Signed Rank tests were used. The findings showed that spaced learning tends to enhance the student’s performance in Chemistry. However, students across working memory capacity level exhibited no significant difference between their pretest and posttest mean scores. Besides, as reflected in the gain scores, it appeared that the method highly favored the intermediate and low processors. As perceived, spaced learning is interesting and enjoyable. Students become active and confident in expressing their thoughts since they feel rested and relaxed.
