Code-switching in the Teaching of Mathematics and Students’ Performance: A Correlational Study

Abstract

Aim: The main purpose of this study was to determine the correlation between code-switching in the teaching of Mathematics and students’ performance of Grade 4 pupils. Study Design:  This research used a descriptive-correlational quantitative design. Place and Duration of Study: The study was conducted in an elementary school in the Division of Ozamiz City. It is a public school with an overall population of 904 enrollees. Of the total enrollees, 123 were Grade 4 pupils for AY 2023-2024. The researchers also selected this school because its teachers used code-switching as a strategy in teaching Mathematics, specifically to Grade 4 pupils . Methodology: This quantitative study employed a descriptive-correlational design to determine the relationship between the effectiveness of code-switching in Mathematics and the respondents’ academic performance. The study's respondents were Grade 4 pupils enrolled at an elementary school in Ozamiz City for the AY 2023-2024. The respondents were selected by utilizing the Raosoft sample size calculator. Results: Findings revealed that the respondents considered code switching a very effective strategy for teaching mathematics, specifically in pupils’ understanding of mathematical lessons (3.63) and concentration (3.64). It was also found that the academic performance of respondents in their Math subject, who used code switching, was satisfactory. However, findings showed no significant relationship between the effectiveness of code-switching in Mathematics and the respondents’ academic performance. Conclusion: Therefore, rather than relying solely on a single strategy, educators, parents, school administrators, and upcoming researchers must keep looking for new, efficient strategies to support students in improving their academic performance.