This study investigates the influence of computer-based simulations on students' academic achievement and attitudes toward learning Direct Current (DC) circuits in physics. A quasi-experimental design was employed, involving 40 secondary school students divided into an experimental group (20 students) and a control group (20 students). The experimental group was taught using computer-based simulations, while the control group received traditional instruction. Pre- and post-tests were administered to measure academic achievement, and attitude surveys were conducted to assess students' motivation, interest, and confidence. The results revealed a statistically significant improvement in the experimental group's post-test scores (M = 78.60, SD = 12.63) compared to the control group (M = 68.80, SD = 11.24), with t(19) = 2.421, p < 0.05. Additionally, the experimental group reported significantly higher attitude scores (M = 3.67, SD = 0.49) than the control group (M = 3.38, SD = 0.64), with t(19) = 2.179, p < 0.05. Feedback from students in the experimental group highlighted the engaging and interactive nature of simulations, which helped them visualize abstract concepts and build confidence in performing electrical experiments. These findings underscore computer-based simulations' effectiveness in enhancing academic performance and attitudes toward learning physics. The study recommends the integration of simulations into physics education to foster deeper conceptual understanding, improve problem-solving skills, and create a more engaging learning environment. Future research should explore the long-term impact of simulations on students' academic trajectories and investigate strategies for scaling their implementation in diverse educational contexts.