Instructional simulation has gained prominence as an effective pedagogical strategy in science education, particularly in Chemistry, by offering students interactive and immersive learning experiences. This study explores the impact of instructional simulation on students’ academic performance in Chemistry, highlighting its role in bridging the gap between theoretical knowledge and practical application. Traditional lecture-based methods often fail to facilitate deep understanding of abstract scientific concepts, while simulation-based learning provides an opportunity for students to visualise complex ideas, conduct virtual experiments, and develop critical thinking skills in a risk-free environment. The study also examines the adaptability of instructional simulations to diverse learning styles through multimedia elements, thereby enhancing student engagement and retention. Previous studies in science education have demonstrated the positive effects of simulation-based instruction on students’ comprehension and motivation. However, successful implementation requires adequate infrastructure, teacher training, and alignment with curriculum standards. This research contributes to the growing body of literature by assessing the effectiveness of instructional simulation in Chemistry education and its potential for improving students’ learning outcomes. Findings suggest that integrating instructional simulation into Chemistry instruction can foster deeper conceptual understanding, enhance academic achievement, and better prepare students for higher education and scientific careers.

Keywords: Instructional simulation, Science education, Chemistry learning, Academic performance, Pedagogical strategies, Virtual experiments,

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