In any school context, time is a scarce resource that affects a diverse variety of education stakeholders, including students, principals, teachers, supervisors, and parents. The purpose of this study was to investigate the impact of time management on students academic performance at the Basic Education Certificate Examination in Jomoro Municipality, Ghana. The researchers used a stratified and simple random sample technique to pick 140 primary school instructors and 140 children for the study, as well as 12 head teachers who were chosen using a purposive sampling technique. The research was carried out in a descriptive manner, which was the goal of the study. To collect and analyze the data, a questionnaire, an interview schedule, and an observation guide were all used. Piloting of the study instruments was carried out in the neighboring Ellembele Municipality in order to fine-tune them. During a preliminary test, the questionnaire was validated with the help of supervisors and colleagues who provided expert advice. The Split-half technique was used to determine instrument dependability, which was found to be 0.87 for teachers and 0.75 for students using the results of the study. The qualitative data and findings that were provided in verbatim and narrative form were subjected to content analysis for evaluation. In SPSS, descriptive statistics such as frequencies, percentages, and means were used to explore quantitative data, with the results displayed in tables. A statistically significant association between time management and students academic achievement on the BECE was discovered, as indicated by a p-value of 0.001 for the study. To manage time in schools effectively, the report recommends that the School Board of Management and other education stakeholders make use of contemporary technologies. A similar study at other institutional levels of learning, according to the findings, should be done in order to compare and contrast the findings of this study with those of previous studies.