Abstract
This study explores the correlation between students’ Entrance-Exit Survey (EES) results and Programme Outcome (PO) scores in the Electrical Measurement course at Universiti Teknologi MARA (UiTM). Conducted over four semesters with 184 diploma students in Electrical Engineering, the study utilized a five-point Likert scale to assess students’ self-rated understanding and mastery of course outcomes. The EES, administered via the UFUTURE platform, supports Outcome-Based Education (OBE) by capturing learning progress from course entry to completion. Survey data and continuous assessments were mapped to the Course Outcome – Programme Outcome (CO–PO) matrix and analyzed using Jamovi statistical software. The findings indicate a positive correlation between students’ survey responses and their PO scores, suggesting that the EES is a reliable tool for evaluating teaching effectiveness and student achievement. This correlation reinforces the value of integrating digital feedback systems into engineering education to enhance curriculum alignment and graduate readiness in response to Industry 4.0 demands.