The study investigated interactive effect of socio-demographic variables and instructional simulation strategy on Ekiti State Secondary School students’ academic performance in Chemistry. The study examined the influence of gender and location on the academic performance of students exposed to instructional simulation strategy and conventional method. This study adopted quasi – experimental pre-test and post-test two group design. The sample consisted of 169 SS II students in four public secondary schools in Ekiti State. Chemistry Performance Test (CPT) was used for data collection as it consisted of two sections A and B. The instrument was validated before administration on students. The study was carried out in three stages namely pre-treatment, treatment and post-treatment stages. The data collected for this study were analysed using descriptive and inferential statistics. The research questions were answered using means and standard deviation. All the hypotheses were tested using two-way Analysis of Variance at 0.05 level of significance. The findings of the study revealed that gender and location of students did not influence their performance in Chemistry when exposed to instructional simulation strategy and conventional method. Instructional simulation strategy is not gender biased and potent in all locations. It was recommended that teachers irrespective of the gender and location of students should make use of instructional simulation strategy in teaching Chemistry.

Keywords: Gender, Location, Instructional Simulation, Students, Performance, Chemistry,

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