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 oth
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