Circuit Theory 1 (KKKL1114) and Circuit Theory 2 (KKKL1124) are two core courses undertaken by students of the Electrical and Electronics Engineering undergraduate study programme. The courses KKKL1114 and KKKL1124 are offered in the first and second semesters for all students in Year One for the undergraduate degree programme in the Department of Electrical, Electronics and Systems Engineering (JKEES), Faculty of Engineering and Built Environment (FKAB), UniversitiKebangsaan Malaysia (UKM, 2013). The moderate achievement of students on these courses in the previous semesters triggered the authors, who taught the courses, to examine the factors that influence student performance. Early intervention measures can be taken to help these students to succeed in their studies. Continuing from a previous study, which analysed the students' academic background, this study was carried out to analyse the students' performance in a pre-test conducted at the beginning of the semester and correlated with their performance in the final examination in Circuit Theory 1 and Circuit Theory 2. The study population was students of the intake session 2012-2013 (Group One). Comparisons with the students' achievement for students of intake session 2013-2014 (Group Two) were also carried out. Furthermore, an analysis on ranking effect on the students based on their final marks for KKKL1114 on Group Two students was done by subdividing them into three subgroups of tutorial sessions. The groups were the low performance group, intermediate performance group and high performance group. The analysis of the results of the Cumulative Grade Point Average (CGPA) indicate that the achievement of both groups of these pre-university students is comparable, indicating no significant difference in their pre-university CGPA. However, comparing student performance within the same group shows different performance for KKKL1114 and KKKL1124 as shown by the final marks for the two groups. For all students, only significant correlation between final examination marks for KKKL1114 and the pre-test is observed (R2 = 0.47). For overall student performance, there was no significant correlation between their pre-university CGPA and their achievement for both KKKL1114 and KKKL1124. Student ranking into three tutorial subgroups based on the students' CGPA during pre-university showed a significant finding (p < 0.05) of consistent results in their final marks for KL1114. This shows that the students' final marks for KKKL1114 were linked and reflected to their pre-university CGPA. Ranking the students in this way can ease teaching and learning and allow for necessary interventions especially in the case of weak students to improve their study performance.