This study was conducted to examine the effect of simulation software on students’ mathematics learning outcome in higher education in Rivers State, Nigeria. Two (2) objectives, research questions and two corresponding null hypotheses were used to give the study a focus. The connectivist theory was the anchor for this study. Quasi experimental research design was used. The population consisted of all five hundred and sixteen (516) Level 200 mathematics students in the tertiary institutions in Rivers State. A purposive sampling method was employed to select a sample of 138 second-year students from two higher education institutions in Rivers State. Data collection was carried out using a Geometrical Transformation Achievement Test (GTAT). The instrument underwent face and content validation. Kuder Richardson 21 was used to ascertain the reliability of the instrument which was 0.83. The study included one experimental group and one control group. The experimental group was taught geometrical transformation using Geometer’s sketchpad simulation software while the control group was taught using charts. The students in both groups were given pretest, taught the concept of geometrical transformation which included rotation, reflection and translation of 2D and 3D geometrical figures. After the treatment, a posttest of reshuffled GTAT was given to students in both experimental and control groups. Analysis was done using mean, StD and ANCOVA at 0.05 significant level. The result showed that students taught with simulation software had a higher performance than those taught with charts with a statistically significant difference. The result also showed that the male students taught with simulation software had a higher performance than the female students with no statistically significant difference. The study concluded that use of simulation software such as Geometer’s sketchpad improved the performance of students in mathematics. From the findings, the study recommended that simulation software should be used to teach mathematical concepts when suitable, and female students should be motivated to utilize technology for learning these concepts.