Fraction knowledge has long been correlated to algebra knowledge, but their association was unfamiliar in the mathematics instruction of the researchers actual workplace. The current study aimed at determining the correlation that existed between fraction skills and algebraic proficiency among the grade 7 students of the three public secondary schools of Tagum City, including those at the researchers workstation. The independent variable was fraction skills, while the dependent variable was algebraic proficiency. The research utilized a predictive correlational design and employed a quantitative, non-experimental approach to survey 357 participants. Mean, standard deviation, Pearson-r, and regression analysis were the statistical tools used to analyze the data gathered using an adapted-modified questionnaire as the survey instrument. The findings indicated a moderate positive correlation between fraction skills and algebraic proficiency. Moreover, each of the domains of fraction skills, e. g., relational understanding of fractions, fraction magnitude knowledge, and procedural knowledge, was also correlated to algebraic proficiency. It was revealed further that each of these domains of fraction skills was predictive of algebraic proficiency and that, if taken as a whole, fraction skills was predictive of algebraic proficiency, which implies that there was sufficient evidence obtained from the sample that a significant relationship existed between the variables.

fraction; algebra