The study aimed to determine the utilization of technological simulation in cultivating the learning experiences and performance of third grade students in science classroom. Specifically, it aimed to determine the level of utilization of Technological Simulation, the students in-classroom learning experiences as well as the students performance. In addition, the significant difference in the students performance in their Diagnostic and Achievement Test, and the significant effect of Technological Simulation on students in-class learning experiences were measured. The use of technological simulation was investigated using a quasi-experimental approach, which demonstrated its main impact on students science performance and in-class learning experiences. Purposive sampling technique was used to select the ninety-three (93) grade -3 pupils of Sampaguita Village Elementary School. Diagnostic and achievement tests and survey questionnaire in the form of a checklist were used to evaluate the use of technological simulation and in teaching Science and its effect on the students learning experiences and performance. The gathered data, revealed that students had very high level with regards to the utilization of Technological Simulation and to the students in-classroom learning experiences. Furthermore, data showed that the students Science performance is very satisfactory. Moreover, there is a significant difference between the students performance in diagnostic and achievement tests. Lastly, the utilization of Technological Simulation has no significant effect in cultivating the classroom learning experiences of third graders. These are the conclusions drawn based on the studys various findings. A significant difference was found between the students performance in their diagnostic and achievement test thus rejecting the hypothesis. This development indicates that students have learned and understood the scientific concepts better, leading to higher scores in the achievement test compared to their initial diagnostic test scores On the other note, the utilization of Technological Simulation has no significant effect on students learning experiences thus accepting the second hypothesis. This underscores that it does not directly affect the potential of technology to augment traditional teaching methods as it fosters a direct instruction where students tend to get more focused in relation to students learning experiences. In light of the findings and conclusions, the following recommendations emerged. Teachers may offer detailed instructions on how to use these kinds of simulations to improve students communication skills and motivation, as they include more investigative exercises relevant to simulation in their curricula in order to encourage student cooperation, critical thinking, and interactive learning. Students may take advantage in these engaging science exploratory activities, as they can incorporate them into their foundational knowledge. Consequently, educators may adapt the academic performance task in science from the level of their understanding in a specific science concept.

technological simulation;

students performance

utilization