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INTRODUCTION Ethiopia is considered to be one of the oldest civilizations and oldest country in the word. It is also one of the largest countries in Africa; the second most populous country in Sub-Saharan Africa next to Nigeria; the third on the African continent and 14th in the world (Mohajan, 20013; Adejumobi, 2007). However, it is now recorded as one of the poorest countries in the world and is beset by multifaceted social, economic, and political problems, with poverty the most serious (Gota, 2012). In this 21st century, it can be easily observed that a number of societal changes, such as people's way of living, their learning and working, advancement in science and technology are taking place. With this regard, youth and adolescents have a great responsibility in alleviating these multidimensional problems of this poor country, if they are provided with quality of education (Demewez et al., 2 005). Because, in this era of knowledge, information and communication, it is highly believed that the attainment of the highest standards of education is fundamental to the dynamic development of science and technology, which, in turn, has significant impact on the cultural, socio-economic, and political development of any nation. To this end, the function of quality education is paramount (Gota, 2012). However, now-a-days, Ethiopian school adolescents are facing many challenges, of which poor quality of education is the most serious and persistent problem manifested by less academic engagement, low achievement motivation and poor school achievement (Gota, 2012). According to some local researchers such as Tsige (2006); Aboma (2009); Mezgebo (2008); Yalew (2003); Adem (2005); Demewez et al., 2005), poor quality of education finally leads to subsequent academic failure and dropout of students. There are several contributing factors identified by researchers. For instance, Daniel (1992); Girma (1999); Mulgeta (1998); Tesfaye (2007) and Dehyadegary et al., (2012); Anderman & Anderman (2011) have identified that achievement motivation and academic engagement are factors that highly related to performances of adolescent students in the school. On the other hand, a number of studies for instance, Abesha (1997); Besharat et al., (2011); Yiqoyealem (2005); Adem (2005); Yalew (2005); Shyny (2017); Adema K. (2005) suggested that parents have a huge impact on adolescents' life in general and on achievement motivation and academic engagement in particular. More,

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