International Journal of Innovative Technology and Exploring Engineering (IJITEE) ISSN: 2278-3075, Volume-8 Issue-11, September 2019 1709 Published By: Blue Eyes Intelligence Engineering & Sciences Publication Retrieval Number: K15190981119/2019©BEIESP DOI: 10.35940/ijitee.K1519.0981119 Abstract: Institution of higher learning in Malaysia has implemented an Outcome-Based Education (OBE) since 2007. Among the crucial components of OBE were the Program Education Objectives (PEOs) and Program Learning Outcomes (PLOs). The development of PEOs has to take into consideration the involvement of stakeholders, in order to address their needs and requirements and also must in line with the institutional vision and mission. PLOs, on the other hand, has to be aligned with PEOs to attain OBE. The study withal strive the relationship between PLOs and PEOs in OBE by using Partial Least Squares-Structural Equation Model (PLS-SEM) approach as the sample size was too small to utilize Structural Equation Modelling-Analysis of Moment Structure (SEM-AMOS). A simple random sampling was used to select 90 teachers throughout Malaysia. The selected teachers were a graduate of Sultan Idris Education University's (UPSI) Mathematics Education Degree (BEd Maths). From the analysis, it revealed that all the relationships in the developed model were significant at p<0.001. The results indicated that the developed model was strengthened by empirical analysis and in parallel with the preceding findings and theoretical framework. Apart of PEOs and PLOs path model, the study also successfully validated all the indicator variables depicted in PEOs and PLOs measurement model. This study had successfully developed and evaluated PEOs and PLOs relationship in OBE by means of structural equation model through PLS-SEM approach. In conclusions, the relationship between PEOs and PLOs can not only be expressed qualitatively, but also be modeled in the structural equation. Index Terms: Outcome-Based Education (OBE), Program Education Objectives (PEOs), Program Learning Outcome (PLOs), Partial Least Squares-Structural Equation Model (PLS-SEM). Revised Manuscript Received on September 05, 2019. Zulkifley Mohamed, Department of Mathematics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. (Correspondence Author) Haniza Hanim Mohd Zain, Department of Biology, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. Razak Abd. Samad Yahya, Department of Physics, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. Muhd Ibrahim Muhammad Damanhuri, Department of Chemistry, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. I. INTRODUCTION In preparing Malaysian youth to thrive in this complex and ever-changing future, Malaysia has experienced rapid changes in the educational system. In 2013, Malaysia's Ministry of Education developed Malaysia's Education Blueprint 2015–2025 (Higher Education), which aims to make Malaysia a high-income nation [1]. Higher education plays a significant role in sustainable magnification in this context. Edification for sustainable development initiatives usually seeks to provide learners with a more holistic understanding of the globe and anticipate the implications of sundry actions. Traditional higher education, fixates on responding to the demands of employers, industry and the rialto [2]. The implementation of OBE is therefore one of the major concerns in becoming a high-income nation. OBE incorporates the principles of mastery learning, but goes beyond them to address what students should learn and why. According to [3] OBE indicates the desirable results or skills that should be demonstrated by learners upon completion of an educational program. Ultimately, the quality of a program is evaluated by the ability of its graduates to fulfill their expected roles and duties in society. As stated by [4] the OBE approach in education involves the defining of educational objectives what graduates are expected to attain within a few years of graduation, what the graduates would be able to do at the time of graduation. OBE also involves identifying stakeholders and their involvement in the articulation and evaluation of educational objectives and outcomes, designing curricula that will produce the desired objectives and outcomes, mapping curricula how they contribute to educational objectives and outcomes, and developing the continuous improvement of educational processes for assessing and evaluation. It is expected that each student participating in the study program will attain the PEOs and PLOs. PEOs describe the skills and knowledge that students should have acquired upon completion of the program. These relate to the competencies, understanding, and behavior acquired through the program by the learners. Courses are then created to assist students in achieving the PLOs, with CLOs for individual courses that ultimately support the PLOs [5]. PLOs are the central organizational feature of student learning. Zulkifley Mohamed, Haniza Hanim Mohd Zain, Razak Abd. Samad Yahya, Muhd Ibrahim Muhamad Damanhuri Assessing the Relationship between Program Education Objectives and Program Learning Outcomes in Outcome-Based Education Using Partial Least Squares-Structural Equation Model