Evaluating the achievement of ECO120 course learning outcomes using entrance–exit survey evidence: An empirical assessment at UiTM Melaka

Abstract

The implementation of Outcome-Based Education (OBE) has transformed the evaluation of teaching and learning in higher education institutions through the Entrance–Exit Survey (EES) approach, which measures changes in students’ knowledge before and after completing a course. This study evaluates the achievement of Course Learning Outcomes (CLOs) for the ECO120 which an Economics course offered at Universiti Teknologi MARA (UiTM) Melaka using data collected through an EES for semester October 2025-February 2026. The research employs a quantitative approach involving descriptive statistical analysis, percentage distribution, and learning-gap measurement. The survey instrument utilises a five-point Likert scale to measure students’ perceived understanding of economic concepts at the beginning and end of the semester. The findings demonstrate a substantial improvement in students’ knowledge levels across all CLO indicators. The mean score increased to approximately 3 from the entrance to the exit survey, suggesting that students experienced meaningful learning improvement following their engagement with the course content. Frequency and percentage analyses further demonstrate that more than 75–80% of responses fall within the highest learning-gap categories, reflecting “very good” to “excellent” improvement across the three CLO domains, namely conceptual understanding, critical thinking and problem-solving, and economic reasoning. These results suggest that the ECO120 course effectively supports the achievement of its intended learning outcomes. The study also highlights the usefulness of the EES as an evidence-based instrument for monitoring teaching effectiveness and guiding continuous quality improvement in higher education.