This study investigated the effect of Instructional Simulation (INS) strategy on students’ academic performance in Biology in Ondo state secondary schools. This study adopted a pre-test, post-test, control group quasi experimental design in which two groups (one experimental group and one control group) were involved. The population of the study comprised all S.S.S. 2 students offering Biology in all the public secondary schools in Ondo State, Nigeria. The sample consisted of class intact size (students offering Biology) drawn from 4 public secondary schools in Ondo State. The sample was selected using multistage sampling procedure. Biology Achievement Test (BAT) was used to collect relevant data for this study. The face and content validity of the instruments were ensured by experts in Tests and Measurement and Biology Education. The reliability of the instrument was established using internal consistency method which yielded reliability co-efficient of 0.81 for BAT. The study was carried out in three phases namely pre-treatment, treatment and post treatment Stage. The data collected for this study were analyzed using descriptive and inferential statistics. The findings of this study revealed that the use of Instructional Simulation strategy enhanced better performance of students in Biology than the conventional method. It was also revealed that Instructional Simulation strategy is not gender biased. It was recommended among others that Biology teachers should be given adequate orientation through in-service training to update their knowledge in the use of Instructional Simulation strategy in teaching.

Keywords: Instructional Simulation, Academic Performance, Biology,

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