CODE-SWITCHING AS A TEACHING STRATEGY IN SELECT SUBJECTS OF GRADE 9 LEARNERS IN THE DISTRICT OF BOTOLAN

Author Name: 1. Jose Ritchie Ranille Ofanda

Volume/Issue: 07/01

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/06.2026-97118222/UIJIR

Affiliation:

1. Master Teacher II, Subic National High School, Mangan-Vaca, Subic, Zambales, Philippines.

ABSTRACT

This study aimed to describe code-switching as a teaching strategy in selected subjects among Grade 9 students in the District of Botolan, Division of Zambales, Philippines. This study utilized the descriptive research method to obtain precise insights into the use of code-switching as a teaching strategy in selected subjects. Data were collected from 30 teachers actively engaged in teaching English, Mathematics, and Science, along with 270 students. The investigation was carried out across seven participating schools within the Botolan District, Division of Zambales. Findings revealed that among the teacher-respondents, many were in their late thirties, a majority had pursued graduate studies, and their fields of specialization were distributed across Science, Mathematics, and English. The academic performance of students in the three subjects, English, Mathematics, and Science, was consistently at the Approaching Proficiency (AP) level. This suggests that students possess adequate knowledge and skills, and with proper guidance from teachers and peers, they are able to perform their tasks with sufficient understanding. In terms of perceptions of code-switching, teachers rated their use of inter-sentential, intra-sentential, and tag-switching as “Sometimes”, indicating that code-switching is occasionally employed as a teaching strategy. Based on the data, most respondents are around 41 years old, have earned units in the master’s program, and their specialization aligns with the needs of public schools. Students’ academic performance in English, Mathematics, and Science consistently falls within the Approaching Proficiency (AP) level. This indicates that they possess adequate knowledge and skills, and with proper guidance from teachers and peers, they are able to perform their tasks with sufficient understanding. The use of code-switching—whether inter-sentential, intra-sentential, or tag-switching—is generally rated as “Sometimes,” showing that teachers occasionally employ it as a teaching strategy. No significant differences emerge in perceptions of code-switching when grouped according to respondents’ profiles. However, a moderate positive correlation exists between tag-switching and academic performance, while intra-sentential and inter-sentential code-switching show no significant relationship

Key words: Teaching Strategy, Code-Switching, Academic Performance