Perceived Cognitive and Affective Learning and Their Correlations with Student’s SPM Grades and Entrance Qualification: A Case Study of an Engineering Mathematical Course

Developing strong mathematical proficiency is paramount for engineering students’ success. This study evaluates students’ perception of learning mathematics and examines how entry qualifications and previous math achievement (SPM mathematics grades) influence students’ perceptions of cognitive and affective learning in a Signals and Systems course. A survey questionnaire that collects perceptions of cognitive and affective learning was administered to 113 students enrolled in the course. Descriptive statistics revealed that over 80% of students reported confidence in organizing course materials (C1) and self-directed learning (C4). However, only around 28.5% felt confident creating a study guide (C2), and 31.4% expressed confidence in demonstrating their knowledge to others (C3). Notably, over 80% of students reported positive changes in attitude (A1), increased self-reliance (A2), and active engagement in learning (A3). The Kruskal-Wallis test indicated a statistically significant influence of entry qualifications on students’ perceptions (p<.05). Students with UiTM diplomas displayed a stronger self-perception in knowledge organizing skills than those with Matriculation or other qualifications. This effect was more pervasive for affective responses (p < .05), with UiTM diploma holders reporting significantly more positive changes in attitude, self-reliance, and engagement compared to their peers. Conversely, Spearman’s rank correlation coefficient did not reveal any significant associations between SPM mathematics grades and perceived learning abilities (all p >.05). These findings emphasize the importance of considering students’ entry qualifications in educational design and practice, as these backgrounds can influence students’ learning experiences and outcomes.