| Summary: | In the realm of secondary school mathematics, the concept of fraction serves as a pivotal foundation, laying the groundwork for a deeper understanding of numerical relationships and mathematical operations. Lack of understanding in fraction can affect to the students’ performance. The aim of this research is to examines the students’ performance and how the students implementing conceptual and procedural knowledge in the fraction test. The second aim in this study is investigates the relationship between Conceptual Knowledge (CK) and Procedural Knowledge (PK). A quantitative study approach been applied in this study. The sample size in this study were 132 of Form 2 students from Seberang Perai Utara, Malaysia involve in this study. The Conceptual Knowledge and Procedural Knowledge Test (CKPKT) has been distributed to students. Based on their test. The findings revealed that the students’ performance in fraction depends on the understanding of conceptual and procedural knowledge. The study found that there is a significant relationship between those two types of knowledge. For this reason, a good practice will help the students to gain better performance in fraction. © 2024, BPAS Publications. All rights reserved.
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