Students’ Sense of School Belongingness and Expectation from Education as Determinants of Their Classroom Engagement and Achievement

Abstract

This study explored how students’ sense of school belongingness and their expectations from education affect classroom engagement and achievement in Gamo and Konso zones, Southern Ethiopia. The study used a descriptive survey design. The sample included 384 high school students. Of these, 185 were male and 168 female, all of whom completed the questionnaires. The sample was drawn using multistage cluster sampling based on proportion. Data analyses included Pearson product-moment correlation, linear multiple regression, and independent sample t-tests. Analyses were done with SPSS version 25. The results show that students’ sense of school belongingness and educational expectation are more strongly correlated with classroom engagement than with academic achievement. Multiple regression indicates these factors jointly explain more variance in classroom engagement. In contrast, the t-test reveals that males achieve higher than females, though no significant gender difference appears in classroom engagement. In conclusion, the predictors studied more strongly affect classroom engagement than academic achievement. The study highlights the importance of students’ sense of school belongingness and expectations from education in shaping their classroom behavior and academic achievement. Schools should actively implement programs and strategies to promote feelings of belongingness and positive expectations about education among students.  Key words: sense of school belongingness, expectation from education, classroom engagement, academic achievement