This study is a comparison of students performance taught genetics using Youtube instructional method and demonstration approach. Quasi-experimental design was adopted using purposive sampling technique to select two schools, one experimental and one control groups. The population of the study was 160 SS2 Biology students from public secondary schools in Rivers State. 84 (46, 38) in their intact classes constituted the sample size. Three research questions and three hypotheses guided the study. The instrument for data collection was a teacher-made test tagged “Genetics Performance Test (GPT) containing 50 items. The instrument was validated and found reliable with coefficient of r = 0.81 using test-retest methods. The two groups were pretested with GPT before being taught with validated lesson packages prepared by the researcher. The experimental group was taught with YouTube while the control was taught using demonstrative method. The two groups were post tested with GPT. The data obtained were descriptively analyzed using mean and standard deviation for research questions and t-test for the hypotheses at 0.05 level of significance. Results shows that students taught genetics using YouTube performed better than those taught using demonstrative method, irrespective of gender. There was a significant difference between the mean score of students taught genetics with YouTube and those taught using demonstrative method. Thus, the null hypotheses were rejected. Based on the findings, it was recommended that Biology teachers should explore the use of YouTube in teaching certain Biological concepts.