| Based on the data of NSSE-China's survey in a science and engineering university in the Central China, this thesis analyzes engineering undergraduates' gender differences in student engagement and learning outcomes, and tests whether the student engagement of male and female engineering undergraduates has different effects on their learning outcomes. According to the study, although female engineering students perform significantly better than male students in the level of effort, extracurricular learning, learning sense, learning motivation, perceived academic environment, interpersonal relationship and other factors, their performance in the interaction with teachers and classmates is worse and their interest in major is lower. Female engineering students have higher degree of learning engagement and better academic performance but relatively lower evaluation of self -learning outcomes. The positive effects of learning input factors on male and female engineering students are different. Based on the findings of this research, this paper suggests that engineering education reform may emphasize the confidence of female engineering students in their majors and their sense of belonging, so as to eliminate the potential impact of the exclusively male -oriented engineering learning environment on the learning and development of female students.