This paper describes a study that determined the relationship between utilization of allocated time
and academic performance of secondary school students in Kenya. The study employed the survey
design to obtain the research data. This study was conducted in secondary schools in five Counties
in Central Kenya. Stratified sampling was used to select 40 schools, comprising 20 schools from the
top performing category and 20 from the bottom performing category. Study participants comprised
381 respondents drawn from the 40 schools. Data was collected using questionnaires and analysed
using Pearson correlation coefficient. The study concludes that schools performing well in national
examinations were putting more emphasis on time-on-task. The study recommends that school
administrators and teachers should put more emphasis on time-on-task and ensure opportunity to
learn for all students.