This research explored the impact of analogies and metaphors on the academic performance of senior school students in genetics within Ilorin, Nigeria. Three research questions and corresponding hypotheses were formulated and tested at a significance level of 0.05. A quasi-experimental design was used, involving 117 senior secondary school students. Data collection was facilitated through the Genetic Achievement Test (GAT), and the results were analyzed utilizing t-tests and analysis of covariance. The study's results indicated a significant difference in student performance, with those taught through analogy outperforming those exposed to metaphor-based teaching methods. No notable difference was found between male and female students using either instructional approach. It was concluded that both strategies can effectively foster conceptual understanding and improve student outcomes. Consequently, it is recommended that educators implement both techniques in teaching genetics and other challenging biological topics.