Roles of outcome expectation and gender on academic engagement and achievement of mathematics among secondary school students: the overlooked engines in current Ethiopian education

Purpose This study aims to investigate the roles of students’ outcome expectation and gender on their academic engagement and achievement of Mathematics. Design/methodology/approach Post-positivism paradigm, quantitative approach and correlation design were used, and 351 students, which were selected from randomly taken six sections, were included. Outcome expectation and engagement were measured using adapted questionnaire, whereas achievement was measured using teacher-made tests. Findings The descriptive statistics indicated that students have low outcome expectation and low engagement, which were accompanied by satisfactory level of achievement. The path analysis result indicated that 5.8% of variance in engagement and 33% of variance in Mathematics achievement were predicted by outcome expectation. It also revealed that standardized regression weights of outcome-expectation on engagement (β = 0.240, p < 0.05), and outcome expectation on achievement (β = 0.575, p < 0.05) were statistically significant. The result of independent sample t-test indicated that there was significant gender difference in engagement t(348) = 1.503, p < 0.05. Significant gender difference of outcome expectation was also evident t(348) = 2.539, p < 0.05. However, there was no significant gender difference in achievement. Practical implications Hence, the researchers recommended that describing the outstanding achievement of pioneer mathematicians by teachers in each lesson, and organizing annual award programs for Mathematics by Woreda education offices, are vital to enhance students’ outcome expectation and the resultant achievement. Originality/value This research is original and adds stalks of knowledge to areas of education.