A computer-based simulation is a viable approach for integrating the basics of science and technology in Junior Secondary. This study examined the impact of PhET on students' academic performance as well as students' motivation toward Basic Science and Technology. The study also investigates how PhET influence students' attitudes toward Basic Science and Technology. The study adopted the pre-test, post-test, and non-equivalent control group design. We randomly selected the study population from junior secondary two (JSII) students in private and public schools who are studying Basic Science and Technology. Quantitative data were collected and analyzed using a statistical approach such as the mean, standard deviation, and t-test. Students' post-test academic performance improved significantly (t160 = 36.28, p < 0.05) as a result of teaching Basic Science and Technology with PhET. According to the findings PhET had a substantial effect on the motivation of Basic Science and Technology students (t160 = 29.32, p < 0.05). Furthermore, the results demonstrated that PhET affected students' attitudes toward Basic Science and Technology (t160 = 65.36, p < 0.05). This study contributes to the body of knowledge by providing empirical evidence to support the integration of PhET in the teaching of Basic Science and Technology in Nigeria and other similar contexts. The findings suggest that PhET can be an effective pedagogical tool for improving learning outcomes in science and technology education, particularly in developing countries where resources and infrastructure may be limited.