<![CDATA[This study examines perceived learning effectiveness and actual student performance in an Outcome-Based Education (OBE)-based Management Information Systems course. The study used an evaluative quantitative design, complemented by thematic analysis of students’ open-ended responses. The study involved 67 students enrolled in two parallel classes, with 53 complete questionnaire responses included in the perception analysis. Perceived learning effectiveness was measured across 11 dimensions, while actual performance was based on video-analysis assignments, group discussions and presentations, quizzes, the midterm examination, Project-Based Learning, and final grades. Data were analyzed using descriptive statistics, the Mann–Whitney U test, Spearman’s rank correlation, and thematic coding. The findings show that all perception dimensions had mean scores above 4.00 on a five-point scale, indicating generally positive learning experiences. The highest ratings were found for the midterm examination, LMS support, and Project-Based Learning, while Learning Time Adequacy received the lowest mean. Actual student performance varied across assessment components, with the highest mean found in Project-Based Learning. Most perception dimensions did not differ significantly by class schedule or employment status. More importantly, all relationships between perceived learning effectiveness and corresponding actual performance were very weak and statistically non-significant. The findings indicate that perceived learning effectiveness and actual student performance represent distinct but complementary evidence for continuous improvement in OBE-based course management]]>
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