In this study, the effect of self-regulated learning (SRL) prompts on the academic performance of 30 key stage 3 science students learning with a computer-based simulation environment has been explored. Students were randomly assigned to either self-regulate learning (SRL) prompted or non-self-regulated learning (non-SRL) prompted condition. Mixed methods including pre and post self-regulatory skills questionnaires (SRSQ), pre and post reaction rates knowledge tests (RRKT), students’ activity sheets (SAS) and class-room observation were employed for data collection and analysis. Students in the SRL prompted group were given activity sheets which contained self-regulated learning prompts whereas students in the non-SRL prompted group received no SRL-prompts in their activity sheets. It was discovered that the incorporation of SRL prompted instructions into a computer-based simulation environment that teaches the rates of chemical reactions facilitated shift in learners’ academic performance more significantly than did the non-SRL-prompted condition. Data analysis indicated that this was associated with the presence of the SRL behavioural prompts in the activity sheets. The introduction of SRL-prompted instructions into a computer-based simulation learning environment assisted students to know what to do at the appropriate time during the given task. For science educational designers, this study establishes the platform to understand the application of SRL-prompted instructions to the teaching of different topics in a computer-based learning environment with a view to improving students’ academic performance
