This research focused on the effect of interactive game-based instruction on the performance of Junior High School learners in Social Science was conducted among Grade 10 learners in Nena National High School, Nena, San Julian, Eastern Samar, for school year 2024-2025, using quasi experimental research design. It can be noted that data were extracted from the participants using a researcher-made instrument after being validated. Furthermore, data were analyzed using mean and standard deviation to describe pretest and post-test results; while, Normalized Learning Gain by Hake (1999) was employed to categorize learning gains. In testing the significant difference between the pretest and post-test result, paired sample t-test was utilized; however, independent-sample t-test was employed to investigate the difference between the learning gains of both groups. The Findings revealed that the Grade 10 students had a very satisfactory pretest mean scores in Social Science. Meanwhile, the post-test mean score of the control group was very satisfactory, on the other hand, there was an outstanding post-test mean score of the experimental group. In addition, the learning gain of the control group was “effective enough”, contrarily, the experimental group exhibited an “effective” learning gain. It can also be noted that there was a significant difference between the pretest and post-test mean score in Social Science of both control and experimental groups. Lastly, it was found out that the learning gains between the two groups was significantly difference, highlighting the evident effectiveness of interactive game-based instruction on improving the learning performance in Social Science.