The study investigated the impact of cooperative learning enriched with analogy on retention and performance among secondary schools ecology slow learners in Dawakin Kudu Education Zone, Kano State Nigeria. The study adopted a pretest, posttest quasi experimental control group design. The population consisted of 5145 SS2 biology students made up of 3362 males and 1783 females. Stratified random sampling technique was used to select the sample due to gender difference in senior secondary schools in Kano state. Four schools were randomly selected using balloting method which involved picking from the container, two were females' schools and two were males' schools. One hundred and twenty (120) identified slow learners were purposively selected from the four sampled schools. 60 students were in the control group taught using lecture method; while 60 students were in the experimental group and taught using enriched cooperative learning strategy. The two groups were taught ecology concepts for six weeks. One instrument, Ecology Performance Test (EPT) was used for data collection and this instrument was adapted from WAEC objective past question papers which has a reliability coefficient of (r= 0.84). Four research questions were raised; one of which is: what is the mean difference between the mean scores of slow learners taught ecology concepts using cooperative learning enriched with analogy and those taught with lecture method?. Four hypotheses were raised; one of which is: there is no significant difference on the mean scores of slow learners taught ecology concepts using cooperative learning enriched with analogy and those taught using lecture method. These hypotheses were tested using t-test statistics at P≤0.05 level of significance. The findings of the study showed that slow learners taught ecology concepts using cooperative learning enriched with analogy performed significantly better than those taught with lecture method. It was recommended that biology teachers should use enriched cooperative learning enriched when teaching ecology concepts