摘要：The purpose of this study was to determine matriculation students’ conceptual knowledge of mathematics and its relationship to their mathematics achievement. This study involved 250 students from a matriculation college in northern Malaysia. The instrument used was a conceptual knowledge test of sequences and series. Data were analyzed by descriptive and inferential statistics using mean, standard deviation, t-test, and correlation. The findings revealed that conceptual knowledge of accounting students was low when compared to that of physical and life science students. The results of the t-test indicated that there was a significant mean score difference in conceptual knowledge between science and accounting students. Science students had a significantly higher mean score than accounting students did. In addition, a relationship was found to exist between conceptual knowledge and achievement in mathematics.
