STO.

CRISTO NATIONAL HIGH SCHOOL

Exploring the Impact of Code Switching Technique on the Academic Performance of

Conducted by Group 2:
Honey T. Balanay
Rachelle May N. Bornales
Lesther E. Carlos
Maria Marie M. De Guzman
Daniel S. Galodo
Rhafford Rich B. Lapiz V

David L. Quirante
11 HUMSS

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Chapter I

INTRODUCTION
This study aims to explore the effects of the use of code switching of teachers to the

understanding of Grade 11 students at Sto. Cristo National High School in

everyday discussion. It also aims to explore the relation between code switching and

academic performance of students. This study will examine on how the language

affects the learning outcomes.

Background of the Study

The Philippines is a multilingual country for having most of its provinces

having their own language. But in this research, only two languages in the country

will be focused on, the Filipino and English. The Filipino language is the national

and one of the official languages of the Philippines. While, English is prominent in

the Philippines because of the influence of America the time that they conquered it.

Because of this, English became one of the official languages in the Philippines,

which is also used on teaching in schools. Which is also the reason why the

Philippines is known as the “3rd Largest English-Speaking Nation in the World”.

This cause the schools to having most of the subjects in English form that made the

studying even harder for the students who is not fluent and cannot easily

understand and speak English. This situation pushed the teachers to use a code

switching technique.

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Code switching is the use of two languages, specifically Filipino and English,

that is also called Taglish, in teaching on one particular subject that is in English

language. Most of the teachers are using this technique for their students to

understand the lessons.

Code switching is often used in public schools. Specifically, the subjects such

as: Mathematics, Science, Music, Arts, Physical Education, and Health (MAPEH),

and Technology and Livelihood Education (TLE) for Elementary and Junior High

School. While, the subjects General Mathematics (GenMath), Earth and Life

Science (EL Sci), Personal Development (PD), Physical Education 1 (PE 1), and

Practical Research 1 (PR 1) for grade 11 Senior High School students, that will be

the focus of this study.

The reason of the teachers for using code switching technique is for the

students to easily understand the lesson they are tackling about. Also, the subject

teachers aims for their students to understand and learn the context of the subject

rather than its language. In addition, the students will be able to express their

opinions and insights about the lesson through recitation if they will be able to

understand what their teachers are saying.

This technique can significantly impact students’ performance, especially

during exams that are written in English. Many students, particularly those who are

not good enough in speaking English, may struggle to fully express their ideas in

English, despite understanding the concepts. This language barrier can result in

lower exam scores, as

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students spend more time translating their thoughts than answering the questions.

Additionally, the mental effort required for code switching can lead to mental

overload, making it harder to focus on the content of the exam. As a result, students

may not perform to the best of their abilities, not due to lack of knowledge, but due

to language limitations.

Some teachers desire their students to recite in English, as it enhances their

language skills and builds confidence in using that language. However, they

understand that not all students may feel comfortable expressing their thoughts

properly in English. To accommodate diverse language abilities, teachers encourage

Code Switching, allowing students to express their thoughts easily using the Filipino

language. Lastly, the goal of using this technique is to support students in their

learning journey and help to understand every lessons that are being taught to them.

Statement of the Problem

This study aims to explore the impact of Code Switching technique of

teachers on the Academic Performance of the students that are not fluent in

speaking Filipino or English language. It aims to gather enough information to

answer the questions:

1) How does Code Switching affects the fluency of the students?

2) How does Code Switching helps the students in understanding everyday

lessons?

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3) How does Code Switching helps the students in recitation in able for

them to share their ideas and thoughts about the topic?

4) What are the impact of using this technique on how the students deals

with the English questions in examinations?

5) How does the Code Switching affects the teachers on how they will

explain the lessons, if what they studied is in English form?

Scope and Delimitation

The study aims to provide information about the effects of Code Switching

on the academic performance of Grade 11 students at Sto. Cristo National High

School. This research explores the implications of this technique on students’

understanding of their lessons.

The research focuses on both teachers and students. It will examine how

Code Switching affects students’ fluency in a particular language. It will also explore

the reasons why teachers used this technique in teaching. Teachers will be

interviewed to gather their responses as they are the ones who use this technique.

Also, the students since they are the ones that are most affected by it.

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Significance of the Study

This study aims to provide information about the effects of the use of code

switching of teachers in the learning of their students. This study aims to find the

good and bad effects of using this technique on the fluency of students to one

language. It is essential because this technique is used daily and most of the subjects

uses this technique. This study is essential because it aims to tackle the effects of

code switching technique to the students and if it should be continued and give

advices to the teachers and students to abstain the negative effects of it.

The following are the beneficiaries of the study:

Students.The students will surely benefit from this study for they will be

able to share their ideas and thoughts during the discussion. It can also help the

students in boosting their confidence to speak up for they do understand what their

teacher is teaching.

Teachers. They are also one of the beneficiaries for they will make the

students be able to understand the context of the subject they are teaching. Also,

they can also add some unfamiliar words to the vocabulary of the students that the

students can use in any aspect of life.

School Administrators. hey will benefit from this study through knowing

the struggles of the students and will be able for them to adjust the scope of the

learning competencies of the students.

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Future Researchers. The future researchers will also have benefits from

this study for this may be one of related literature of their study that they can review

and gain knowledge from.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows the relevant literature and studies that the researchers

considered in supporting and strengthening the importance and existence of the

current study. It presents the studies of the related on the study to provide the

reader a better understanding of the study.

Related Studies
According to the research study of ELS Journal on Interdisciplinary Studies

in Humanities on year 2022 entitled "An Investigation of the Use of Code-Switching

in EFL Classroom: Attitudes and Perceptions.". This study investigates the use of

Code Switching in English as a Foreign Language (EFL) classrooms in Indonesia.

The research involved 40 students and 2 professors, using mixed methods research

and questionnaires and semi-structured interviews. The results showed that teachers

often use Code Switching to help students learn languages and improve

communication. It is used for various purposes, including knowledge delivery,

classroom organization, and fostering stronger bonds with others. Students have

positive attitudes and perceptions towards Code Switching, believing that teachers

should be allowed to use it to assist students and maintain good communication.

The phenomenon of Code Switching, which involves the juxtaposition of passages

from two different grammatical systems or subsystems, has gained attention in

linguistics since the 1950s. The study highlights the importance of understanding the

use of code-switching in EFL classrooms to help teachers and students better

communicate and support each other.

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As stated in the research, entitled "Code Switching and Code Mixing in

Teaching and Learning of English as a Second Language: Building on Knowledge".

Published by the Canadian Center of Science and Education, the Code Switching

and Code Mixing are effective ways for students in learning the language as well as

the lessons taught and activities given by the teachers. It not only allows the

students to understand the lessons and activities but also, in communicating with

their fellow students.

The research also stated their questionnaire answered by the teachers and

students. Based on the answers of the teachers, 94% of them, the first language is

Igbo (language of the research area) and 98% of the uses a Code Switching and

Mixing in their class. Additionally, in the areas of Learning Tasks, Affective

Development, Questioning and others, the effectiveness of Code Switching and

Mixing is 92% which basically means that Code Switching and Mixing is very

effective for the students' learning.

As per the students' answered questionnaire, 97% of their teachers uses

their first language while teaching them. 94 percent of the students states that it is

effective to their learning. The students also says that most of them uses their first

language, some says both their first and English language (Code Switching and

Mixing) in communicating with their fellow students rather than the pure English

language.

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The students’ responses shows that the use of code switching and mixing

amongst students, both inside and outside the classroom is effective. The students,

not only use their first language to clarify learning tasks and

contents with their teacher; but also in sharing knowledge and insights on various

subjects to their fellow students.

On May 2024, International Journal of Current Science Research and

Review released a journal about the use of Code Switching in the classrooms

entitled, "EFL Teachers’ Beliefs and Practice of Code-Switching: A Case Study at

Ba Ria – Vungtau University". Wherein it stated, according to Myers (2008), Code

Switching is referred to as a linguistic term when the user of a second language adds

their first language in their speech. In a globalized society, codeswitching becomes

popular and affects many aspects of life, especially students' lives. But, the students

are considering English as a subject to pass the grade level they're in, not as a

language to use.

Based on the survey results of this study, 79% of the teachers while 88%

of the students agreed that Code Switching is effective in terms of the teachers using

it as in encouraging them. In terms of making the subject more interesting and

entertaining, 67% of the teachers and 56% of the students says that Code Switching

is effective. It can be seen that the teachers and student participants of this study

have positive support approximately the employing of code-switching within the

classrooms since it is beneficial to the teaching and learning process.

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A research study with a tile "A Systematic Review of the Literature on Code

Switching and a Discussion on Future Directions" explores the impact of Code

Switching on the identity of foreigners in Gulf Cooperation Council (GCC)

countries, particularly in Saudi Arabia. Wherein it stated that, Code Switching is a

complex phenomenon influenced by social, cultural, and contextual factors.It serves

practical functions and reflects linguistic adaptability. Its impact on language

development and social dynamics varies.

September 2023 when Randwick International of Education and Linguistics

Science released a research with given title "Code Switching witching patterns of

senior high school students and teachers". It says that, in foreign language

classroom Code Switching is a typical occurrence the majority of teachers are

optimistic about code switching they only use it when necessary. Indeed according

to a study by Ibrahim and haliza. Teachers believe in the purpose of food switching

to facilitate second language learning. Thus, it is purpose that code switching be

viewed as a resource for teaching and learning. This study of code switching and the

Philippine context interact However research Tagalog English code switching is it's

in fancy. The first study on taglish was done by Azores in a 1967 thesis. Philippines

students on code switching overall, Liwanag (2016) advices tolerating or allowing

taglish in the classroom environment because doing will improve the students ability

to communicate information and messages. because it is both comfortable and

affective. She also says that the "English only" policy for subject-based learning

appears unfeasible and unsuccessful in nation where English is the outside language.

.
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The findings complement which show preference for using CS rather than

English as a medium of instruction. According to Garcines and Alvarez (2017)

learning occurs when instruments and under studies share the common aim of

understanding the materials. As a result CS is both a benefit and curse. Teacher and

student can benefit from using it wisely and strategically

While in the research "Challenges and Prospects of code switching and code

mixing among the bilingual students" attempted to expose the patterns of language

behavior of bilingual students through the analysis of the Code Switching

occurrences in their everyday conversational. The data analyze was collected during

conversations recorded of the two groups studied. This title is showed close

connection of the linguistic behavior with the linguistic environment exposing

essential mechanisms of children ability to adjust their language skills to their

conversational needs. This is study attempts to ascertain the viability of code

switching and mixing as a strategy that can be gainfully employed by the teacher

and student in the ESL classroom. Code Mixing is when someone uses one word or

phrase from one language to another language and code switching is the process of

shifting from one linguistic code (a language or dialect) to another, depending on

the social context or convertional setting.

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The purpose of the present study is to examine language behavior in two

bilingual groups. A primary focus is placed on the study of two student groups for

the specific purpose of demonstrating occurrences of code switching and code

mixing during spontaneous conversational interaction.

The research titled "Effect of Code Switching on Bilingual Students' Success

in Mathematics and Language Education" was conducted by Muhammad Sher Baz

Ali, Muhammad Ihsan, and G. Zainab Sherazi from the University of Sargodha,

Pakistan. It focuses on the impact of Code Switching witching techniques on

bilingual students' academic performance in mathematics and language education,

aiming to identify effective strategies for integrating English and Mathematics

instruction. The study employed a mixed-methods approach, combining

quantitative data from standardized tests with qualitative insights from classroom

observations and interviews. The findings revealed a positive correlation between

the use of Code Switching witching and improved academic performance, with

techniques like cognates, visual aids, and translation proving beneficial for

enhancing student comprehension and engagement. However, challenges such as

balancing language use and the need for better teacher training were noted. This

research closely relates to your own study on the impact of code-switching on

students' academic performance, as it supports the idea that Code Switching can

significantly enhance learning outcomes, particularly in cognitively demanding

subjects like mathematics and language.

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Based on the study of International Research Journal of Management, IT

& Social Sciences entitled "Benefits of code-switching in language learning

classroom at University of Education Lahore" onyear 2020, Code Switching refers

to the use of more than one language in a sentence or discourse. It is a natural

commix that happens in utterances in bilingual and multilingual speakers reasoning

one or more communal languages. Code Switching(CS) denotes an alteration that is

recorded between more than one variation in language following in the context of a

single conversation. In sociolinguistics, Code Switching is considered not merely one

element of social life but encircles the social strata of speakers’ social settings,

linguistic variation and social variables. It is a linguistic strategy of bilingual or

multilingual speakers. It is referred to as a “conversational scheme which is

employed to constitute, cross or abolish group boundaries, to create, evoke or

change interactive relation with their rights and commitments”.(Gal, 1988).

In multilingual contexts like Pakistan, Code Switching is a common

phenomenon. It appears as a conscious choice of language teachers to promote

second language (L2) learning and improve second language comprehension among

L2 learners. This article highlights the benefits of code-switching in the course of

learning, explores some of the aspects of Code Switching and its effectiveness in

increasing L2 comprehension among the students at UE. It helped to illustrate the

impact of code-switching to make classroom sessions interactive, to know the main

causes of code-switching in communication and to know those triggering factors

which forced students to switch from the native language (L1) to L2.

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