The Use of Code Switching in English To Improve The Academic Performance of Senior Highschool of Our Lady of Assumption College A.Y 2021-2022

THE USE OF CODE SWITCHING IN ENGLISH TO IMPROVE THE
ACADEMIC PERFORMANCE OF SENIOR HIGHSCHOOL OF

OUR LADY OF ASSUMPTION COLLEGE A.Y 2021-2022
A Thesis Presented to the Faculty of Our Lady of
Assumption College -Batangas Branch
In Partial Fulfillment of the Requirements for SENIOR HIGH
SCHOOL ACADEMIC TRACK HUMANITIES
AND SOCIAL SCIENCES STRAND
By:
Ayuban, Antonette S.
Hadap, Jan Randel A.
Jaucian, John Carlo M.
Manaig, Jenny L.
Maraña, Mark Ruzzel M.
May, 2022
ii
ACKNOWLEDGEMENT
The researchers wish to convey and express their gratitude to all those persons who
gave time, effort, and knowledge to make this research valuable and efficient.
First and foremost, the Almighty God for the guidance, determination and wisdom
he gave the proponent for the completion of this study.
To Mr. Maximo C. Acierto Jr. Ph.D. the School President who pursue his dream
of providing Christian school for the young men and women to cater to the growing needs
in the Education sector of a fast-growing population in the Southern Tagalog region.
To Ma’am Ethelwyn A. Acierto Ph.D. the School Directress, who are helping to
manage properly the school, for giving the best to support the school in every situation.
To Ma’am, Marion Acierto, Ringor EdD the VP for Academic/Principal for
always supporting the students and helping the learners set their goals using the kind
learning system in the school.
To Mr. Francis Edward T. Ringor the School Supervisor/Sports Coordinator for
supporting the students in every situation and every sports activity, the researchers giving
the warmest gratitude on you,
To Ma’am Veda, Joyce Macandili Robles MaEd Lpt the OIC/ Head Teacher for
the patience and guidance in helping the researchers in any circumstances about the study
and school matters.
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To Mr. Marvin Garrido MaEd the Thesis Adviser, who patiently share his
knowledge, who have guide and support the researchers at his best.
To Ms. Pamela Joy Ilagan the Cabuyao Adviser for helping the researchers in
every situation they need and giving support in every circumstances.
To Family of the researchers, for words of encouragement which serves as an
inspiration and motivation to finish the study.
To Classmates for sharing their knowledge with the researchers.
To the Senior high school students that response to our survey questionnaire.
A.S.A.
H.JR.
J.JC.M.
M.J.L.
M.MR.M.
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DEDICATION
The Researchers wishes to dedicate this work for their relatives and family, especially to
Ayuban family, Hadap family, Jaucian family, Manaig family and Maraña family for
the love and moral support that made the researchers to become determined
to finish and pursue this study.
Sincerest thank you!
A.S.A.
H.JR.
J.JC.M.
M.J.L.
M.MR.M.
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Table of Contents
Title Pages
Title Page……………………………………………………………….…..………….…..i
Approval Sheet……………………………………………………………………..……..ii
Acknowledgement………………………………………………..………………………iii
Dedication……………………………………………….………………………………...v
List of Tables………………………………………………….…………………..….…..ix
List of Figures………………………………………………………………………...…...x
Abstract…………………………………………………………………………..….…....xi
Chapter 1 – The Problem and its Background
Introduction……………………………………………………………………….1
Theoretical Framework……………………………………………………………3
Paradigm of the Study…………………………………………………………….6
Statement of the Problem…………………………………………………………7
Hypothesis………………………………………………………………………...9
Significance of the Study……………………………………………………….....9
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Scope and Limitations/Delimitations of the Study………………….………..…10
Definition of Terms…………………………………….…………..……………11
Chapter 2- Review of Related Literature and Studies
A. Related Literature (Foreign and Local Literature) …………………….….....13
Foreign Literatures………………………………………………...……..13
Local Literatures…………………………………………………………19
B. Related Studies (Foreign and Local Studies) …………..……………….…...25
Foreign Studies……………………………………………………..……25
Local Studies……………………………………………………………..32
Synthesis…………………………………………………………………….…...38
Chapter 3- Research Methodology and Procedures
Research Design……………………………………………………….….…...…40
Respondents of the Study………………………………………………….……..41
Distribution of the Respondents……………………………………….……...….43
Map of the Study……………………………………………………….….……..44
Locale of the Study……………………………………………………………....46
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Research Instrument……………………………………………………...……...46
Validation of the Instrument……………………………………………………..46
Reliability of the Questionnaire…………………………………………...……..47
Data Gathering Procedure……………………………………...………………..47
Administration of the Questionnaire…………………………………………….48
Scoring of Responses…………………………………………………………….48
Statistical Treatment of Data…………………………………………...………..48
Chapter 4 – Presentation, Interpretation and Analysis of Data……………………..50
Chapter 5 – Summary, Conclusion and Recommendations
Summary of Findings ……………………………………………………...……66
Conclusions………………………………………………………………….…..69
Recommendations…………………………………………………………….…71
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
viii
List of Tables
Tables Pages
Table 1 Distribution of the Respondents……………………..…………………………...43
Table 1.1 The demographic profile of the respondents in terms of Age……………….….50
Table 1.2 The demographic profile of the respondents in terms of Gender…………….....51
Table 1.3 The demographic profile of the respondents in terms of Grade Level.................52
Table 1.4 The demographic profile of the respondents in terms of Strand………………..53
Table 2.1 How the use of code switching in English improve academic performance of the
students in terms of Communication skills……………………………………………….54
students in terms of Vocabulary skills……………………………………………………56
students in terms of Cognitive Learning………………………………………………….58
Table 3.1 What is the use of code-switching in English towards academic performance
improvement in terms of Student’s motivation……………………………………….…..60
improvement in terms of Teaching tool…………………………………………………..62
improvement in terms of Classroom Management……………………………………….64
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List of Figures
Figures Pages
Figure 1 Paradigm of the Study……………………………………………………………6
Figure 2 School Map…….……………………………………………………………..…4
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ABSTRACT
Title: THE USE OF CODE SWITCHING IN ENGLISH TO IMPROVE THE

ACADEMIC PERFORMANCE OF SENIOR HIGHSCHOOL STUDENTS OF
Researchers: AYUBAN, ANTONETTE S.
HADAP, JAN RANDEL A.
JAUCIAN, JOHN CARLO M.
MANAIG, JENNY L.
MARANA, MARK RUZZEL M.
Adviser: Mr. Marvin S. Garrido
School: Our Lady of Assumption College Cabuyao Branch
Date Started: September 02, 2021
Date Finished: May, 2022
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Statement of the Problem
The aim of this study was to determine the use of code switching in English to
improve the academic performance of senior high school students A.Y 2021 – 2022.
Particularly, the researcher aims to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Grade Level
1.4 Strand
2. How the use of code switching in English improve academic performance
of the respondents in terms of:
2.1 Communication skills
2.2 Vocabulary skills
2.3 Cognitive learning
3. What is the use of code switching in English towards academic
performance improvement in terms of:
3.1 Student’s motivation
3.2 Teaching tool
3.3 Classroom management
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Methodology
The study employed the descriptive method of research in gathering needed data.
Relatively, in order to find the answers to the different problems framed, questionnaires
were used as instrument.
Statistical treatment of Data
In the attempt to come up with the needed answers to problems period, statistical
treatments used were. Weighted mean and Percentage to interpret the gathered data.
Summary of the Findings
The following conclusions are revealed as result of the research problem:
1.1 The Demographic Profile of the respondents in terms of Age.
The largest group was found on the age bracket of 16-17 with a frequency count of
sixty-eight (68) and least is age of 14-15 with the frequency count of zero (0).
1.2 The Demographic Profile of the respondents in terms of Gender.
The largest group was female with a frequency count of sixty-four (64) followed
by male with the frequency count of thirty-six (36).
1.3 The Demographic Profile of the respondents in terms of Grade Level.
Majority of the respondent’s grade level is grade 11 have the frequency count of
fifty-nine (59) and followed by grade 12 with a frequency count of forty-one (41).
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1.4 The Demographic Profile of the respondents in terms of Strand.
The overall result state that the majority of the respondent’s strand is Humanities
and Social Science (HUMSS) strand with the frequency count of thirty-nine (39) and the
least strand that response the survey is Accountancy and Business Management (ABM)
Strand with the frequency count of eight (8).
2.1 The use Code switching in English to improve academic performance in terms of
Communication skills.
Respondent perceived in “I use code switching to generate a meaningful flow of
opinion” which obtained the weighted mean of 3.92 with the Verbal Interpretation of
“Agree” on rank 1. While “I can communicate well in terms code switching” who
obtained the Weighted mean of 3.5 with the Verbal interpretation of “Agree” on rank 5.
The overall Verbal Interpretation for the 5 indicators under Communication skills is Agree
Composite mean of 3.66.
Vocabulary skills.
Respondents perceived in “I think code switching is a bridge between unfamiliar
vocabularies” which obtained the Weighted mean of 3.93 with the Verbal Interpretation of
“Agree” on rank 1. While “Learned new words because of code switching” who obtained
the weighted mean of 3.8 with the Verbal interpretation of “Agree” on rank 5. The result
revealed that the overall Verbal Interpretation for the indicators under this is Agree with
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Cognitive skills.
Respondents perceived in “I can easily recall the previous lessons with the use of
code-switching” which obtained the weighted mean of 3.96 with the Verbal Interpretation
of “Agree” on rank 1. While “I understand the discussion through the use of code
switching” who obtained the Weighted mean of 3.59 with the Verbal Interpretation of
“Agree” on rank 5. The result revealed that the overall Verbal Interpretation for the
indicators under this is Agree with an overall Composite mean of 3.78.
3.1 The use of code switching in English towards academic performance
improvements in terms of Student’s motivation.
Respondents perceived in “Code switching help me to boost my performance in
class” which obtained the weighted mean of 3.95 with the Verbal Interpretation of “Agree”
on rank 1. While “I'm more motivated and have the capacity to engage confidently in class
because of code switching” who obtained the weighted mean of 3.53 with the Verbal
Interpretation of “Agree” on rank 5. The result revealed that the overall Verbal
Interpretation for the indicators under this is Agree with an overall Composite mean of
3.68.
improvements in terms of Teaching tool.
Respondents perceived in “Teachers use code switching to express their feelings in
order to have a better understanding of their students” which obtained the Weighted mean
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of 3.71 with the Verbal Interpretation of “Agree” on rank 1. While “Teachers speaking
using code switching when explaining the directions” who obtained the Weighted mean of
3.6 with the Verbal Interpretation of “Agree” on rank 5. The result revealed that the
overall Verbal Interpretation for the indicators under this is Agree with Composite mean
of 3.63.
improvements in terms of Classroom management.
Respondents perceived in “Code switching aided in maintaining a positive
relationship with students and professors” which obtained the weighted mean of 3.71 with
the Verbal Interpretation of “Agree” on rank 1. While “By using code switching it easy
for me to have a good relationship to the subject teacher when you understand each other”
who obtained the weighted mean of 3.6 with the Verbal Interpretation of “Agree” on rank
5. The result revealed that the overall Verbal Interpretation for the indicators under this is
Agree with an overall Composite mean of 3.58.
Conclusions
Based on the findings, the following conclusions were drawn by the researchers:
1. The researchers concluded that the highest percentage of respondents is from the age
bracket of 16-17. Findings showed that the highest percentage of the respondents is female.
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2. The researchers concluded that many students desire to use code-switching always in
school.
3. The researchers concluded on the Use of Code-switching in English to improve
academic performance; the respondents agree that because of code-switching individuals
are enhanced in English speaking.
academic performance; the respondent agrees that they can learn many vocabularies
because of the use of code-switching.
academic performance; the respondent agrees that their use of code-switching greatly aided
their English proficiency.
6. The researchers concluded on the use of code-switching in English towards academic
performance improvements, the respondents agree that they are more motivated to study
because, due to the use of code-switching, they can grasp the lesson.
performance improvements, the respondents agree that can the use of code-switching will
substantially aid teachers' instruction.
xvii
performance improvements, the respondents agree that having the use of code-switching
makes them productive during class.
9. The researchers concluded that respondents’ eagerness to learn is based on what they
understand.
10. The researchers concluded that the use of code-switching makes the classroom
atmosphere more lively.
Recommendations
Based on the findings and conclusion, the researchers presented the following
recommendations:
1. The researchers recommended to the students must refrain from doing Code-switching
during class discussions. This is because English as a Second Language must be used more
often than the mother tongues.
2. The researchers recommended to the students must improve their ability to
communication clearly and understandable manner and to provide knowledge to others.
xviii
3. The researchers recommended teachers should employ successful teaching methods
such as whole bodily reaction, the discovery technique, and the communicative approach
instead of Code-switching.
4. The researchers recommended teachers can use these methods to assist students
comprehend new meanings and grammatical rules in a foreign language by acting out or
negotiating the meaning. To encourage pupils to use the language rather than just listen to
their teachers, more focus should be given on learning by doing and the activation of pairs,
groupings, and role play.
5. The researchers recommended requiring the school administration and the students to
speak English when the subject is English to help the students become proficient and fluent
in using the English Language.
6. The researchers recommended all participants in the Department of Education, including
directors, education officers, instructors, students, and parents, who are the most key
participants in increasing students' performance in whatever topic they are studying. As a
result, if these teacher educators are aware of what is going on in schools, they will have a
better chance of advising the curriculum designer on what ground rules should be included
in the implementation of Code-switching in teaching English, providing teachers with a
proper guidance on how to use Code-switching in their lessons
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7. The researchers recommended future researchers to increase the number of respondents
to 100 in order to collect as many different ideas and information as needed.
8. The researchers recommended future researchers to perform their research at a public
school in order to collect data from at least two different areas of knowledge.
9. The researchers recommended future researchers to work hard not to complain hard
10. The researchers recommended future researchers to have teamwork for the better result
of the research.
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter includes the introduction, background of the study, theoretical
framework, conceptual paradigm, statement of the problem, statement of hypotheses,
significance of the study, scope and delimitations and the study of terms used.
Introduction
Bilingualism strengthens cognitive abilities - bilingual people tend to be more
creative and flexible. They can be more open-minded, and they also find it easier to focus
on a variety of tasks simultaneously. When a speaker switches between two or more
languages, or linguistic varieties this is referred to as code-switching or language
alternation. It is commonly used in classrooms all over the world. It’s the use of more than
one linguistic variety in a way that is compatible with each variety's syntax and phonology.
Classroom code-switching is also known as pedagogic code-switching. It is a switch
between two or more linguistic codes to facilitate the acquisition and comprehension of a
concept element in the continual progression of the structured or unstructured learning
event (Norrish, 2007), teachers employ code switching to persuade and catch the attention
of their students. It also enables students to express themselves when they are unsure of
how to use certain terms in English. Code switching can help them master the difficult
areas of the course by following the directions. It helps student in answering questions from
1
their teachers, allowing them to build confidence and improve their academic performance.
It also assists students in comprehending sensitive cases of the course and, as a result,
following instructions.
In the Philippines, English teachers have been required to teach their subjects using
the English language as the medium of instruction. By doing so, students are expected to
graduate or finish language subjects with greater competency in the use of English.
Because there are still some Filipino students who are not very proficient in English, code
switching allows them to explain what they don't know, improving their vocabulary and
increasing their chances of improving their academic performance. Not all Filipino Senior
high school students are proficient in English; However, by switching from tagalong to
English, students will keep up with the teacher’s lessons; the students will understand and
remember the English meaning or definition better when the teachers explain it in their
mother tongue which is Filipino; and teachers can gain the students’ attention when they
understanding each other.
Code switching, a very important resource in teaching and it allows teachers to
express their concepts in the most convenient way possible. Students would be able to
comprehend the topic effectively in both their home language and a technical language
such as English. Code switching enables students to express themselves when they are
unsure of how to use certain terms in English. It also assists students in comprehending
sensitive cases of the course and, as a result, following instruction and understand the
lesson they are discussing, and for the students to easily recall what the teachers are saying.
2
It is a very important resource in teaching, and it allows teachers to express their concepts
in the most convenient way possible. The main goal of code-switching is to convey
messages or information from speaker to listener directly and to make good communication
between them (Wardhaugh, 2006:100).
As researchers observe in class, teachers use code-switching to be easily understood
by their students. Researchers believe that English teachers employ code-switching to get
their students' attention in class when they deliver examples, phrases, or instructions. The
researchers' primary objective is to see if code-switching may help senior high school
students at Our Lady of Assumption Colleges enhance their academic performance. The
researchers aim to discover if students would be able to comprehend the topic effectively
in both their home language and a technical language such as English. This study will assist
students and instructors understand the advantages of code switching.
Theoretical framework
Grammatical Theory is mostly concerned with interaction, that exist below the level
of the sentence, Code switching grammar has primarily focused on learning How to deals
with code switching. According to Liebsher and Dailey-O’cain the language\classroom is
a community of practice with cultural idea, and understandings that enable community
members to collaborate. Code switching is using two or more language, language is
connected when it comes on the grammar. When the student use code switching on the
classroom student can able to learn English Grammar.
3
Imitation Theory, the study of Crane, Yeager and Whiteman, Imitation theory,
states that toddlers learn language by listening to and repeating what they hear around them,
according to this theory, according to this view, learning to imitate speech is part of the
Language process. Children must first hear such phrases said by others before reproducing
or imitating them. According to a study of Stewart and Vaillette (2001) students are able
to imitate the language their teacher uses in class as much as they do.
Constructivism Theory is a theory based on observation and scientific study about
how people learn. According to the study of Mascolol and Fischer 2005 Contructivism is
a theory based on observation and scientific study about how people learn. The teacher
becomes the facilitator, and the learners are encouraged to interact, exchanges views,
experience and construct meaning and knowledge that is based on their need.when the
teacher s use code- switch during the lesson, learners can reflect on their experiences and
this helps them remember things that they don’t know. According to Vygotsky (2004)
states that helps learners communicate with each other, and share their understandings,
feelings, knowledge and experience to come up with new knowledge.
A communication theory serves as the basic for discussing and understanding the
major events, processes, and relationships that occur when people communicate. Mashburn
et al (2008) claim that the greater you communication, the more successfully you can
complete such tasks. Relatively, according to Olagunju Robert Modupeola (2013), Code
4
switching is a technique of communication in which a speaker alternates between two
languages all through communicative situations.
Social Learning theory suggest that social is learned by observing and imitating the
behavior of others, According to Psychologist Albert Bandura Social Learning Theory
considers how both environment and cognitive factors interact to influence human learning
and behavior.
5
INPUT PROCESS OUTPUT
Profile of the Senior

High School students
in terms of:
• Age
• Gender
Questionnaire and
• Grade
Interviews on the study
• Strand about the use of ode-
switching in English
The use of Code improves academic There is no
Switching in English performance of Senior significance
improves academic High School of Our relationship upon using
performance of the Lady of Assumption Code Switching in
respondents in terms Colleges English to Improve the
of: Academic Performance
of the Respondents.
• Communication CVv
skill Distribution and CVv
• Vocabulary retrieval and analysis
skill of questionnaire There is significance
• Cognitive relationship upon using
learning Code Switching in
English to Improve the
The use of code Application of the Academic Performance
switching in English appropriate statistical of the Respondents.
towards academic treatment on the date
performance gathered
improvement
• Student’s
motivation
• Teaching tool
• Classroom
management
THE USE OF CODE SWITCHING IN ENGLISH TO IMPROVE THE

ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
STUDENT OF OUR LADY OF ASSUMTION
COLLEGE A.Y. 2021-2022
Figure 1: Paradigm of the Study

6
Figure 1 shows the first frame contain the input on the respondent profile in terms
of age, gender and grade level. the use of code switching in English improve academic
performance of the respondents in terms of Communication skills, Vocabulary skills, and
Cognitive learning. The use of code switching in English towards academic performance
improvement in terms of Student’s motivation, Teaching tool, Classroom Management.
The process block makes up the second frame of the paradigm. This part contains
the questionnaire and interview on the study about the use of code switching in English to
improve the academic performance of senior high school students of our lady of
assumption colleges A.Y. 2021-2022.
The third frame contains the output. There is no significance relationship upon
using code switching in English to improve the academic performance of the respondents.
And there is significance relationship upon using code switching in English to improve the
academic performance of the respondents.
Statement of the Problem
The aim of this study was to determine the use of code switching in English to
improve the academic performance of senior high school students A.Y 2021 – 2022.
Particularly, the researcher aims to answer the following questions:
7
1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Grade Level
1.4 Strand
2. How the use of code switching in English improve academic performance
of the respondents in terms of:
2.1 Communication skills
2.2 Vocabulary skills
2.3 Cognitive learning
performance improvement in terms of:
3.1 Student’s motivation
3.2 Teaching tool
3.3 Classroom management
8
Hypothesis
There is no significance relationship upon using Code Switching in English to
Improve the Academic Performance of the Respondents.
There is significance relationship upon using Code Switching in English to
Improve the Academic Performance of the Respondents.
Significance of the study
This study will provide its significance by determining the use of code switching to
improve the academic performance of senior high school students.
Students
This study will help students improve their ability to communicate clearly and
understandable manner and to provide knowledge to others.
Teachers
The study will be beneficial to teachers. When teachers use code switching with
their students, they become more competent and comfortable expressing and elaborating
regarding on their lesson.
School
This study will be beneficial to the school. Many students will pass and graduate
with higher marks as a result of greater educational achievement and teaching efficacy; as
a result, the school's ratings will rise, and more individuals or students will enroll.
9
Future Researchers
This study will be beneficial to the next researcher who will conduct the same study.
This will be their guide and basis on how they will conduct their own study. They may
include this as their related studies.
Scope and Limitation/Delimitation of the Study
In this part of the study researchers will only present the scope and limitations of
this research.
The study will focus on the assessment of The use of Code-switching in English to
improve the Senior High School of Our Lady of Assumption College A.Y 2021-2022. The
respondents of the study were the grade 11 and grade 12 with the number of one hundred
(100) respondents. This study is conducted to validate which of the given factors improve
the academic performance of senior high school students, thus the scope would be and
limited to the teacher’s teaching and the school environments. Other factors that are not
including in this research has no significant in this study. This study also provides
knowledge to the next generation of teachers that will be teaching the Senior High School.
10
Definition of Terms
To arrive at a common understanding the following terms used in the are hereby
defined:
Academic performance - The practice of assessing a student’s progress of their
academic topic in order to determine and record their grade correctly. And show they’re
hardest achieving their academic achievement.
Bilingual - The teachers or students who can communicate in two languages.
Efficient communication using two languages in a straightforward and understandable
manner.
Classroom code–switching - The process of employing several languages on the
classroom that use of teachers and students which, they used to collaborate their idea and
having a good connection to both teachers and the students.
Code-switching - The switches between two or more languages, or linguistic
varieties that the teachers and students can use to convey their ow experience and
knowledge in the classroom, this also help the student explain their concept.
Competency - The ability of students to do a task successfully or quickly. It helps
students to be motivated.
EFL - (English as a Foreign Language) the teachers use English as a foreign
language to teach the students. It is a medium of instruction in many countries.
Medium of instruction – The dialect that used in teaching students. It is commonly
one or two languages.
11
Monolingual - The students or teachers who speak only one dialect. They are the
one who cannot understand other languages
Mother-tongue - The native language that the students or teachers spoke in their
own country. It is the language that learned from their mother
Multilingual - The students or teachers who speak several languages. They are the
one who can understand multiple languages
Syntax – The arrangement of words and phrases in a language by students and
teachers to produce well-formed sentences. Is the study of the way words are used to a
make sentence.
Phonology – The analyses of human speech and understandings by students and
teachers, both within and between languages. It is the dialects systematically organize their
sounds.
12
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter deals with the review of related literature and studies. To intensify
the knowledge and clarity the perception of the problems, several books and periodicals
were read to gather insights, which were used by the researches in conceptualizing the
study. Those, which have been found relevant, are hereby presented.
A. Related Literatures
Foreign Literatures
According to Ahmad (2019) cited on International Journal of English Language
Teaching (Vol.6, No.5, pp.56-68, June 2018), The study uses qualitative research design
to collected the interviews and observations of respondent. The data was collected using
interviews and observations. During interviews, a set of questions were arranged which
helped in collecting the necessary data. Direct observations were also used to collect data.
The result of this study Code-switching has positive effects on English language learning
and teaching. When a teacher explains what was said in mother tongue, it helps learners to
participate. It also helps them to express themselves if they do not know how to say certain
things in English. Furthermore, code-Switching helps teachers manage their classrooms.
Code-switching provides students with opportunities to communicate and enhance their
understanding. Furthermore, it is time effective because teachers don’t waste time
explaining or search simple words to simplify any confusion that arises. Research
13
conducted by Promnath and Tayjasa (2016), showed that code-switching was beneficial
for the students’ understanding. During learning, code-switching saved time and made
students feel more confident and comfortable. The use of code-switching helps students
with lower performance to be able to follow the lessons better than using English only.
According to the research of Frans Albarillo (2018), Information Code-Switching:
A Study of Language Preferences in Academic Libraries, Vol 79, No 5 a mixed kind of
research based on both quantitative and qualitative analyses in which relation between the
use of code switching with learning success has been explored. The author used
SurveyMonkey, an online survey tool, to create a survey to screen candidates for focus
groups. A link to the screening survey was posted on flyers around City University of New
York Institutional Review Board to recruit foreign-born students. The results of the study
show that code switching does play an important role in English as a Second Language
classroom. Both the participants, teachers and students, do not want to eliminate this
strategy and favor it as a supportive tool in learning English. In a survey by Misa Mi and
Yingting Zhang, two health sciences librarians exploring their perceptions of culturally
competent library services, they found that those who spoke another language in addition
to English rated their own levels of cultural competency higher than those who only spoke
English.
According to Aisha Bhatti in his study “Code-Switching: A Useful Foreign
Language Teaching Tool in EFL Classrooms” this study uses qualitative research design;
the present study aims to explore code switching qualitatively from teachers teaching
14
speaking skills. As a result, several studies have been conducted to asses’ factors that
contribute to students’ academic performance. However, there are inadequate materials to
explain factors contributing to improvement in the academic performance of student in
Gomoa Manso Basic School (Nkrumah, 2017). In many instances, when learners fail to
communicate through the medium of instruction, Code Switching has been demonstrated
to be an effective teaching and learning technique in schools that use a second language as
a medium of instruction (Aichum, 2003; Brock-Utne, 2002; Huerta-Macias & Quintero,
1992; Ogechi, 2002; Zabrodskaja, 2007). Specifically refers to the alternating use of more
than one linguistic code in the classroom by any of the classroom participants such as
teachers, students, teacher aide, etc. (Lin, 2018).
According to the study of Rodrigo (2016) Code- Switching as a teaching strategy:
Implication for English Language teaching and learning in a multilingual society. This
study is a descriptive study. Code switching should not be viewed in the light of an
interference since it does not always serve as a detriment to proficiency in the learning of
a language. Code switching can be considered as a useful strategy in classroom interaction,
if the aim is to make meaning clear and the transmission of knowledge efficient. An
important teaching skill is the ability to transfer knowledge to students in a clear and
efficient manner, and so code-switching can be a useful tool in the classroom for both
teachers and students (Bista, 2010: 1). Therefore, most of the teachers teach bilingually,
using English as their alternative language. The switch between those two languages is
called code-switching.
15
According to Abdulkadir Civan& Ali Coskun (2016), The Effect of the Medium of
Instruction Language on the Academic Success of University Students. To know the the
effect of medium of instruction on the academic success of university students, study used
data from a foundation (private) university in Istanbul. This study about both negative and
positive influences of English-medium instruction on the academic success of students are
possible. One advantage of instruction in English is the higher quality of support materials
compared to those in local languages. Textbooks, articles, support websites, practice
questions are better in both quality and quantity in English than in any other language.
Learner attitudes have an impact on the level of language proficiency achieved by
individual learners. Thus, learners with positive attitudes will experience success.
Similarly, learners with negative attitudes will not experience success rather failure (Ellis,
1994). The study has been argued that instruction in a non-native language creates many
obstacles to student success. Students who are not fluent in the medium of instruction
language that is not their native tongue have difficulty in grasping course topics.
According to Rezvan Noormohamadi (2013) Mother Tongue, a Necessary Step to
Intellectual Development. It is concluded that, although thought is the base, language
intellectualizes it to a great deal. Piaget's theoretical arguments about the nature of
cognitive development, nevertheless, have direct implications in education.
Developmentally appropriate education in which materials and instruction are suitable for
students in terms of their cognitive abilities is very important. Its e shows that Piaget's
theory grounded in scientific and epistemological (how do we know what we know)
understanding of how children's knowledge of the world develops. There is no doubt that
16
his work is important for the investigation of intellectual development. It describes the
nature of cognitive development. Language is one of the essential aspects of education. It
is a way to express, communicate, and pass on knowledge. Through language, you can
influence and shape thought. Teachers and students must be linguistically compatible for
ideas and information to be transmitted. Mother tongue language is the language which a
person has grown up speaking from early childhood.
The study of Simasiku (2015), entitled the Effects of Code switching on English
language teaching and learning at two schools in Sibbinda Circuit. The study was shaped
by Vygotsky’s theory of social constructivism. Constructivism is a theory based on
observation and scientific study about how people learn (Mascolol & Fischer, 2005). This
theory outlines that people’s knowledge and understanding of the world they live in is
constructed through experiencing things and making reflections on those experiences. This
study used a qualitative research design was used for this study, it was taken in a form of a
case study, and this study use interviews and observation to collected data. And it observed
that the use of mother tongue in English medium classrooms was not only for classroom
management, but for language analysis, presenting rules that governed grammar,
discussing cross-cultural issues, giving instructions or prompts, explaining errors, and
checking for comprehension. It is also a tool that increases learner participation in the
classroom, which in turn is a necessary prerequisite for academic achievement and
cognitive development.
17
According to Thomas Roche & Michael Harrington (April 2013), Unraveling
failure: Belief and performance in English for Academic Purposes programs in Oman. The
method use in the study was quantitative researcher. The study uses survey hands-out as
data gathering instrument. Studies in a range of settings have shown that students’ beliefs
about effective EAL teaching are influenced by a range of factors, such as: proficiency
level. Perhaps most importantly, the results also suggest that Omani students whose beliefs
were in conflict with teachers’ beliefs typically performed worse in their course of studies
than their fellow students whose beliefs matched that of their expatriate teachers.
Recognition vocabulary knowledge as a predictor of academic performance in an English
as a foreign language setting, this paper presents findings of a study of recognition
vocabulary knowledge as a predictor of written Academic English Proficiency (AEP) and
overall Academic Achievement in an English medium higher education program in an
English-as-a-Foreign-Language (EFL) context. In 2006 English was used as a medium of
instruction in 103 countries, whereas the second most commonly used university classroom
language was French in 42 countries.
According to Uzma Rashid (2019), The English/Urdu-Medium Divide in Pakistan:
Consequences for Learner Identity and Future Life Chances. The English-Urdu medium
divide prevents less wealthy parts of society from acquiring the language and cultural
capital essential for social and economic advancement in Pakistan. This has consequences
for future language policies and practices, as well as for Pakistan's general economic and
sociological growth. As Pakistan is a multilingual country where educational institutions
are inevitably bilingual and cannot sustain freeing themselves from the influence of
18
bilingually, both the teachers and the students have to switch from English to Urdu or Urdu
to English during the learning process as both belong to bilingual or multilingual
backgrounds. Keeping in view these issues, the present research has aimed to investigate
those factors which aid to create bilingual or multilingual English as a Second Language
classroom. These factors along with other issues have been analyzed on the hypotheses of
students’ and teachers’ attitudes towards code switching, functions and patterns of
switching and finally, and the effect of code switching in the classroom Dana (2013).
Local Literatures
Today, the Philippines is the only Southeast Asian country with a national policy
that institutionalizes and enacts as law "Mother Tongue-Based Multilingual Education"
(MTB-MLE) in mainstream formal education. MTB-MLE was formalized in 2009 by
Department of Education (DepEd) Order No. 74. More recently, President Benigno Aquino
III signed the legally binding "Enhanced Basic Education Act of 2013," which expanded
the coverage of MTB-MLE. A successful MTB-MLE policy is dependent on the existence
and acceptance of an orthographic system for the use of mother tongues in schools.
However, for some of the Philippine languages covered by the policy, this orthographic
system is either not in place or is considered unacceptable by decision makers. Attempts to
standardize a spelling system, such as in the case of the Ilocano language, have so far been
contentious (170+ Talaytayan MLE Inc 2014). While teachers may speak regional
languages as their first language, some written MTB-MLE materials have been criticized
19
for using orthographic conventions derived from Filipino, highlighting the rocky transition
to MTB-MLE instruction in recent years (Andres, 2018).The implementation of MTB-
MLE has been met with mixed success and acceptance across speaker strata; notably,
robust ideologies of language persist among everyday speakers, especially those in
minority-language regions, who may equate English-language competency with “proof of
learning” (Burton, 2013).
The study of Moodley (2013) entitled Advantages and Disadvantages Of Code
Switching. In terms of code-switching in the classroom, there are several aspects that
contribute to the advantages of using different languages which may help a student learn
particular subjects. Even though code-switching is encouraged, there needs to be an
equilibrium and therefore a target language will ensure a balance between the intended
language and the language which the students prefer to speak. Moreover, there are certain
aspects of code-switching which may hinder the education of students and that may lead
to negative consequences (Moodley, 2013:75). If a teacher is monolingual, they will not
be able to code-switch in a multilingual classroom. Furthermore, this may lead to disruptive
behavior as the teacher cannot demand good behavior from their learners and thus there
will not be enough time to teach a certain subject if all the time spent is on trying to get
their learners to work (Rodrigo: 2016). This could lead to a teacher being offensive to
learners if a phrase or sentence is used incorrectly and thus diminishing the professional
relationship between students and teachers.
20
The Philippines is recognized globally as one of the largest English-speaking
nations with majority of its population having at least some degree of fluency in the
language. English has always been one of the official languages of the Philippines and is
spoken by more than 14 million Filipinos. It is the language of commerce and law, as well
as the primary medium of instruction in education (Cabigon 2015).
Ahmar Mahboob and Priscilla Cruz (October 2013) English and mother-tongue-
based multilingual education: Language attitudes in the Philippines. In order to collect data
on attitudes toward various languages in the Philippines, we conducted an attitudinal
survey in early 2011. This survey was designed to collect perceptions of Filipinos toward
English, Filipino and non-Filipino mother tongues on a number of questions. Te survey
was created using Survey Monkey, and the link was widely advertised on a number of
social websites and universities. Te results, though, are more striking in writing and
reading. Whereas participants perceived their listening and speaking skills to be slightly
better in Filipino or in their mother tongues, they perceived their writing and reading to be
better in English than in any other language. This is striking because to the respondents,
the language of literacy is English, with Filipino and mother tongues relegated to
‘everyday’ domains.
In the Philippines, a widely-used code-switching (CS) variety is Tagalog-English,
or Taglish, which is formed by merging the first part of the word Tagalog and the last
syllable of English. Taglish is the colloquial term for the alternation of Tagalog, a local
language from the Philippines, and English in the same discourse. Tagalog has branched
21
out into various dialects used in several provinces in the Philippines, such as Laguna,
Cavite, Mindoro, Quezon, and Rizal, among others. it is important to note that Taglish has
to be distinguished from Filipino-English CS. Filipino is the national language of the
Philippines, and Filipino-English CS is the variety often used in Metro Manila. As a
language of instruction (LOI) in the classroom, CS is identified as short switches from the
learners’ mother tongue to the official LOI, and vice versa (Probyn, 2015). Considered as
a common practice in education (Setati& Adler, 2000), it is argued that CS bridges the gap
in classroom discourse (Al-Adnani&Elyas, 2016; Moore, 2002) and is a practical measure
that content subject teachers take to aid students with low English language proficiency in
understanding lessons (Probyn, 2015).
The Bilingual Education Policy shall have the following objectives: improved
learning through two languages to achieve quality education as required by the 1987
Constitution; propagation of Filipino as a language of literacy; development of Filipino as
a linguistic symbol of national unity and identity; cultivation and elaboration of Filipino as
a language of scholarly discourse, Filipino and English shall be used as media of
instruction, the use allocated to specific subjects in the curriculum as indicated in
Department Order No. 25, s. 1974. The regional languages shall be used as auxiliary media
of instruction and as the initial language for literacy where needed. Filipino and English
should be taught as language subjects at all levels to achieve the goal of bilingual
competence. Because English proficiency is one of the goals of the Bilingual Education
Policy, continuous improvement in the teaching of both languages, their use as
instructional media, and the specification of their content shall be the responsibility of the
22
entire Filipino educational system. In a vast corpus of literary writings depicting Philippine
life and the various realities, postcolonial and otherwise, in this environment, English-
language writers have confidently employed the language. There are writings in this
collection, as well as in other postcolonial English literatures, that demonstrate language
appropriation through code-switching (2015).
As explained by Daulton (2012), Lexical borrowing typically is the adoption of
individual words or even large sets of vocabulary items from another language or dialect.
It can also include roots and affixes, sounds, collocations, and grammatical processes.” In
the case of Taglish, it is solely the mixing of English and Filipino (Tagalog) words or
stretch of words, phrases or even sentences in a single conversational or written discourse.
The term is commonly used as a generic name for the switching between any Philippine
language variety (not necessarily Tagalog) and English. (Re) examining the use of code-
switching in Philippine literature in English has implications for interrogating changing
attitudes of Philippine student writers and readers toward the negotiation and use of
English, Filipino, and/or Taglish in writing. Students are tasked now to reflect on their uses
of the language and identify where they can locate themselves in a complex web of power,
hegemony, and resistance. Doing so leads to a greater awareness of language and the
messages communicated in and through it. Precilla Angel T. Cruz (2014).
Further, in a study conducted by Hung (2012) English Language Teaching; Vol. 5,
No. 8; 2012 on the Use of Mother in Task-Based Language Teaching Model, though it did
not launch the use of mother tongue in English language teaching (ELT) classroom. The
23
study concluded that the mother tongue in the classroom should no longer be viewed as
having drawbacks. Instead, it can be considered as a teaching strategy in conveying
meaning across more effectively and efficiently. And, the teachers are able to use the two
languages effectively since each language either mother tongue or target language serves
a different function in the teaching and learning process. In the early eighties
Integrationists, primarily concerned with negotiation of meaning, assigned no apparent role
to the use of first language and early communicative language teaching in the mid-eighties
tended to adopt an English-only approach to language teaching. It was with the emergence
of studies on the role of form-focused instruction that more positive attitudes towards the
pedagogic use of the mother tongue started to appear. (Ferrer, 2012).
According to Ma. Theresa B. Valerio (2011) in her research study entitled Filipino
– English Code Switching Attitudes and Practices and Their Relationship to English
Academic Performance among Freshman Students of Quirino State University. The
researcher used questionnaires to obtain the necessary data needed including the
respondents’ profiles. The respondents’ attitudes towards code switching and their grades
in English subject were correlated together. Stratified random sampling was used to
determine the number of respondents. The study shows that most of the Filipino agree that
They prefer to use Tagalog or their respective dialects because they are more comfortable
with it; Filipino language makes them feel more patriotic to the country; Filipino language
is affected by the emerging demand for using English for global competitiveness; they
prefer to speak Filipino because they are more proficient with it than English; they have a
larger reservoir of linguistic resources. They are in agreeing on the following points: They
24
are pursuing their education in a rural place. As a result, it indicates a Tagalog-speaking
environment; they can easily explain the teachings in Tagalog, and they can recite the
Filipino language well and confidently.
B. Related Studies
Foreign Studies
According to Adriosh and Raz, 2019 in their study “Learners Use of Code
Switching in the English as a Foreign Language Classroom”. Page 7(1): 186-190, 2013.
The study use a questionnaire to administered the three groups of learners of different
degrees. All the statements were rated according to the scale of five possible answers: 1-
strongly disagree, 2- disagree, 3- not sure, 4- agree, 5- strongly agree. The obtained data
were statistically processed by statistical package for the social science (SPSS) software
and then interpreted at the end of the study. Over the last two decades, there has been an
increase in interest in the issue of code switching (CS). The current state of classroom
computer science (CS) in English as a Foreign Language (EFL) classes at Libyan
institutions is investigated in this ethnographic exploratory study. Its goal is to look into
how EFL teachers use code-switching to aid in the teaching/learning process. The study
found out that using Code-switching in English institutes is inevitable and necessary. It is
not only a part of communicative resources of bilingual classes but also an active part in
the learning experience. Code-switching can be applied to teaching in EFL/ESL classes
25
and this study has shown that careful and judicious use of code-switching can lead to
appropriate successful teaching and learning of new vocabulary in speaking classes.
According to the study of Noor Al-Qaysi and Mostafa Al-Emran, 2017 “Code-
switching Usage in Social Media: A Case Study from Oman”. This present research study
investigates the students and educators’ attitude towards using code witching in social
media within the higher educational settings in Oman. Understanding those attitudes will
assist the decision makers in the higher educational institutions in Oman to identify the
strengths and weaknesses and to build their own strategy of using CS in social media
websites, Results indicated that the teachers, generally, were not in favor of CS. Results
also revealed that most of the learners tended to switch between Swedish and English. The
researcher combined both qualitative and quantitative research methods in order to gain
precise results. A Case Study from Oman Multi-linguals have located a great style of
switching between two utterances in overseas language settings entitled code-switching or
(CS). It has been seen that CS utilization in social networking web sites has no longer but
been explored intensively in the greater instructional establishments of the Gulf region; the
motive that attracted us to behavior this learn about in Oman (one of the Arab Gulf vicinity
countries). This find out about explores the educators and learners’ attitudes toward the
usage of CS in social networks inside the greater academic context in Oman. Two
questionnaire surveys had been administrated with 338 college students and 21 educators
in the study, in addition to two interview periods with each college students and educators.
26
According to MakaKachkachishvili-Beridze and Lali Beridze in their Language of
Education, Its Importance and Perspectivesin Bilingual Education in Samtskhe-Javakheti,
pp. 32-41(2016). The Research methodology of this study included the interviews with
parents, teachers and students. Totally 100 interviewees participated in survey research.
The article discusses the initial outcomes of bilingual education, as well as the perspectives
of teachers, students, and parent’s attitudes toward the issue. Bilingual education and
reforms of local non-Georgian schools are critical integration tools. The challenge of
global bilingualism, defined as English + Native language, is supported by recent historical
and economic events. In Georgia, the issue of language teaching is being addressed. It will
have a massive effect on the linguistic situation in Samtskhe-Javakheti because bilingual
education has been available in schools. Since the Georgian language has been emphasized
as a language education, bilingual education has become especially important. Schools
should understand the specific model of multilingual education as a whole, rather than in
sections that do not examine the perspective. As we all know, this issue is currently being
debated in state institutions, and it will soon be possible to provide schools with a variety
of models designed with Georgian reality in mind. The impact of language and education
policy is determined by a number of factors, the most important of which is the country's
vision statement.
According to the study of Suk May Low (March, 2016) The Effectiveness of
Classroom Code-Switching in Malaysian Science Classrooms. This research was carried
out in three schools in Malaysia in 2013. Lessons conducted by two science teachers from
each school were observed and audio-recorded for four hours. Three of these teachers were
27
teaching science in English medium (EMI) whereas the other three had bilingual
classrooms, teaching in both Malay and English (BMI), In order to ensure smooth
execution during the research, a pilot study was carried out prior to the main study. The
pilot study provides opportunities to test the research instruments, e.g. questionnaire and
interview questions, and for me to familiarize myself with the school setting. Some
practical difficulties were met during the pilot study and these helped shaped the current
study. The study find found out that CS in EMI classes does provide strategic functions for
classroom management and transmit of content knowledge. Students also appear to be very
receptive to classroom CS and even view it as a way to improve their language skills.
The Impact of Poor English Language Proficiency on Professional Development of
Professors at Jordanian Universities Nisreen Al-Khawaldeh September (2016) Pp. 134-
145. The population of this study consisted of male and female non-major’s lecturers at the
Hashemite University who did not even have any experience living abroad. A convenient
sample of 20 lecturers, non-major in English, were selected for interviews lasting from 20
minutes to 35 minutes to enable them talk about the difficulties they encountered when
communicating (reading, writing, speaking and listening) in English. The research is
qualitative in nature. The researcher has adopted the interview rather than a questionnaire
as the research instrument for this study for so many reasons. It suits the objectives of the
study. It also allows the participants enough time to probe for providing rich data that better
describes their perception of both their behaviour and its related social reality The
participants revealed their awareness of the importance of being proficient in English
28
language for academic and professional development. They were aware that English is
quickly.
According to Cheng (2013) Research on Chinese College English Teachers‟
Classroom Code-switching: Beliefs and Attitudes. The data were analyzed both
qualitatively and quantitatively in order to answer the research questions. Since the needs
analysis is a complex task with various possibilities of the needs and contexts, questions
tap different constructs. So, in qualitative analysis, the descriptive statistics was used to
calculate the frequency with which different choices of the questions in the questionnaires
occur. The findings suggest that teachers' code-switching is commonplace in class,
although most of them still hold negative attitude toward it. Besides, students' ability is
regarded as the most significant factor affecting teachers' code-switching, and the first
language (L1) is mainly used to teach grammar and abstract words. The data indicate that
code-switching by instructors is prevalent in the classroom, even though the majority of
them still have a negative attitude about it. The capacity of students is considered as the
most important element influencing instructors' code-switching. In the scope of Chinese
English as a foreign language (EFL), classroom code-switching should be done to
maximize the usage of the target language, and the L1 should only be used sparingly to
serve difficult and esoteric subject subjects.(Cheng, 2013)
According to Olagunju Robert Modupeola (2013) Code- Switching as a teaching
strategy: Implication for English Language teaching and learning in a multilingual society.
Quantitative research design is use in this study. It concludes that code switching should
29
not be viewed in the light of an interference since it does not always serve as a detriment
to proficiency in the learning of a language, but may be considered as a useful strategy in
classroom interaction, if the aim is to make meaning clear and the transference of
knowledge to students in efficient manner. The use of code switching by way of teachers
has been a source of contention. Teachers use a code-switching method to provide students
with possibilities to communicate and to enhance students' comprehension. It additionally
helps to enhance the flow of educating strategies due to the fact teachers don't have to spend
as much time making an attempt to explain to students or in search of for the easiest phrases
to assist make clear any false impression that may additionally occur. Code switching is a
technique of communication in which a speaker alternates between two languages all
through communicative situations. A code switch takes place when a bilingual character
switches between two languages while communicating with some other bilingual. Speakers
use code switching to manage, influence, or define a situation, as nicely as to categorical
subtleties of which means and personal purpose. It might also be described as a method for
creating language unity, in particular among human beings who share the equal ethno-
cultural identity.
According to the study of Eureka BanekaMokibelo (June 2016) entitled the Journal
of Educational Studies Code-Switching: a Strategy for Teaching and Learning or a Problem
in Botswana? this study adopted the qualitative approach using the various data collection
methods such as classroom observations, open ended questionnaires, interviews and field
notes. The data collection methods were triangulated to allow for corroboration and also
that divergent evidence could increase the trustworthiness of the data. The findings
30
indicated that code-switching from Setswana to English or English to Setswana in this
study was used where it was not necessary with ethnic minority learners who did not
understand Setswana and where most learners were proficient and competent in English.
The findings are significant in that they could help the teachers to reflect on the code-
switching practices they do unnecessarily and see if they benefit the learners or not and
probably refrain from such. The conclusion was that code-switching becomes a problem
when teachers use it to their own advantage while it disadvantaged the learners.
Carla Jonsson May (2011) Functions of code-switching in bilingual theater, Pages
1296-1310, the study concludes that code-switching serves creative, artistic, and stylistic
functions in plays, and that it can be used to emphasize a specific word or passage, add
another level of meaning, deepen/intensify a meaning, clarify, inspire richer images, and
instruct the audience about a specific concept. Code-switching is likewise used to bring
intimacy, familiarity, spotlight relationships, and include, or, conversely, to bring distance,
ruin bonds, and exclude. Language is used to set up and expand the characters' complicated
identities, in addition to the narratives of the plays. As a result, code-switching is used to
beautify and aid the character's portrayal.
According to David Crystal (2013) English as a global language Second edition.
Based on these findings, it is argued that switching between Ewe and English in the
classroom allowed students to understand concepts in both languages and participate
actively during lessons. Code switching as a code choosing in the classroom has been a
polarizing topic among language education scholars, particularly in Africa. The
31
contemporary language coverage of schooling in Ghana, below which the school rooms
being located operate, is a bilingual literacy program, NALAP, which stipulates that the
pupils' mom tongue have to be used as a medium of training whilst English is delivered as
a 2d language, with a transition to English medium of education commencing in grade four
The lookup records consists of recordings of study room discourse, responses to
questionnaire surveys, and interviews carried out in Ghana's Volta Region. This paper also
presents a qualitative analysis of the data, which exposes that teachers and student use
linguistic and refer code switching to perform various functions in their classroom
interactions, as well as a quantitative analysis of the data, which reveals that teachers have
overwhelmingly positive attitudes toward code switching.
Local Studies
The study of Karizza P. Bravo-Sotelo in Makati City, Philippines entitled Exploring
the Tagalog-English Code-Switching Types Used for Mathematics Classroom Instruction
(2020) The study used a qualitative approach to identify and describe the CS types used by
college level math teachers. Tallying and getting the percentages of CS types from the
observed math classes were employed, while interviews with teachers and students were
completed to validate the data gathered from class observations. This study was conducted
with the idea of contributing to the existing knowledge on the language use in content areas
and identifying the types of CS used by math teachers. Intrasentential CS was the most
commonly used Tagalog-English CS type, as more than half of the total code-switched
32
utterances by the four observed math teachers were intrasentential. The high percentage of
intrasentential CS confirms the findings of studies (Poplack, 2000; Sarreal, 2008) that it is
the most pervasive type used by interlocutors in spoken discourse. On he other hand,
intersentential CS was used when math concepts and principles have to be presented in
English, then afterwards explained in Tagalog. Finally, tag switching was the least used
CS type, making up only a negligible percentage of the total codeswitched utterances in all
classes observed.
As studied by Benjamin Baguio Mangila entitled Pedagogic Code-Switching: A
Case Study of the Language Practices of Filipino Teachers in English Language
Classrooms pp. 115-133 (2018). This study made use of the qualitative case study method
which was guided by Hymes’ methodological approach of the ethnography of
communication. This study finds out that the Code-switching is a common language
practice of both English teachers during classroom instructions and they make use of code-
switching as an instructional strategy for several pedagogic purposes.
Cyril Belvis& Merry Ruth Morauda-Gutierrez (Nov 30 2019) entitled Amorphous
language as alternative model for multilingual education in the Philippines This study
concluded that Innovation and creativity in language curriculum require an alternative to
language-as-system. Named language favors monolingualism, a speech system that
attempts control by linguistic restriction. A bilingual can express a concept in multiple
languages at the same time. As speakers navigate complex social situations, they encounter
linguistic traffic, just as a city's complexity entails traffic of ideas. Multitasking or the
33
simultaneous reactivation of communication repertoires drawn from various language
systems is required for this type of interaction.
According to study of Dr. Annabelle A. Gordonas (2018) entitle Teaching
Strategies in Literature Subjects in Pup Taguig Branch towards the Development of
Instructional Modalities. The study uses quantitative research to gather the needed data and
additional information needed for the study through the data gathering instruments, The
study focused on the teaching strategies in literature subjects towards the development of
instructional modalities. In the study age, there is no statistically significant difference in
respondents' assessment of teaching strategies in literature topics. However, when
respondents' ages are brought together, there is a significant difference in their views of
direct instruction, indirect instruction, and individual studies on teaching strategies in
literature topics. When respondents are categorized by gender, there is no substantial
difference in teaching strategies in literature disciplines. However, there is a considerable
disparity between male and female pupils in terms of experience learning.
According to FranklineCastillejo, Maricon Calizo, and Ruth Maguddaayao in their
study Code-switching and Students’ Performance in English, ISSN: 2278-4012, Volume:7,
Issue:4, October 2018. Qualitative design was used to determine the students’ attitudes
towards code switching and the English language. Quantitative design was used to correlate
the frequency of code switching and the students ‘final grade in English. The results
showed that the students’ attitudes towards codeswitching and the English language are
agreeable. The study also found out that the respondents use code switching frequently
34
during an English class. The respondents' attitudes about code switching and the English
language, as well as the frequency of code-switching use, were examined using a weighted
mean. The Chi Square test was utilized to assess the association between the frequency of
code-switching use and the students' English achievement. The findings revealed that
students' attitudes about code flipping and the English language are favorable. The study
also discovered that respondents typically practice code switching during English
instruction. It also showed that there is a significant relationship between respondents'
frequency of code switching and their English achievement.
Lorraine Pe Symaco (2017) entitled the Education, language policy and language
use in the Philippines, the operational utilization of each English and Filipino as MOIs in
concern regions in colleges is as a result defined as bilingualism. Language coverage, in
addition to language exercise and utilization in schooling, are concept to affect the
effectiveness of coaching and mastering within side the college context. With the growing
globalization and internationalization of schooling systems, the aim of making employees
able to assembly the desires of the enjoy and know-how society has realigned authorities’
regulations during the sector to location schooling at the leading edge of its improvement
goals. Through widespread studies and consultation, the Institute of National Languages
proposed that Tagalog be specified because the country's reliable language. This
culminated in Executive Order 134, which declared Tagalog to be the reliable language of
the Philippines.
35
According to Marites QuibolCatabay, Students’ perception on the use of code-
switching in English as a second language class. Students' perception of the effect of
English-Filipino code switching in first and second language teaching, students' emotional
state, teacher's image among students and exam success. The results showed that students
generally had a positive attitude towards the use of code switching in the ESL class. It also
shows that code switching had a positive impact on their first and second languages,
implying that code switching helps preserve both. In addition, the study found that
respondents learn more effectively when they are taught in English and Filipino. Catabay
(2016)
According to Ruanni Tupas and Isabel PefiancoMartin (2016), Bilingual and
Mother Tongue-Based Multilingual Education in the Philippines. As a result, the recent
law requiring the use of the mother tongue as a means of education (MOI) in the first years
of primary school has been met with skepticism. Mother Language-Based Multilingual
Education (MTBMLE). In the Philippines, the use of English in mathematics and science
and the Filipino language, the national language, in all other disciplines is a complex
history of postcolonial, neocolonial, nationalist, and ethnos linguistic ideologies and
relations. A recent language education facility, had to navigate the complex discursive
terrain of language policy to find strategic spaces to articulate alternative and marginalized
views on education and nation-building in the country.
36
The study of Isabel Pefianco Martin in her Billigual and Mother Tongue-Based
Multilingual Education in the Philippines. A result, the new legislation requiring mother
tongues as media of instruction (MOI) in early primary school was not easy to pass. When
American colonists brought English to the Philippines, the country's language policy has
formally acknowledged the importance of mother tongues in primary level. Philippine
language policy was bilingual, as prescribed by law, which specifies Filipino as the national
language and English as the official language. Mother-Tongue`Based Multilingual
Education (MTBMLE) in the Philippines began after studies from public schools in the
Lubuagan District indicated that studying in one's mother tongue improved learning
outcomes. Through the initiative of SIL Philippines, these schools established the First
Language Component Bridging Program that departed from the BEP by promoting the
usage of Lilubuagen in primary schools rather than the BEP-mandated languages of
English and Filipino. In other words, contrary to common opinion, education in the mother
tongue strengthens English language development while also supporting the study of other
important topic areas such as mathematics and science.
The study of Ma. Theresa b. Valerio (2015) Vol 2, No 1 entitled the Filipino –
English Code-Switching Attitudes and Practices and Their Relationship to English
Academic Performance among Freshman Students of Quirino State University. The
researcher used questionnaires to obtain the necessary data needed including the
respondents’ profiles. The respondents’ attitudes towards code switching and their grades
in English subject were correlated together. Stratified random sampling was used to
determine the number of respondents. Pedagogically speaking, the respondents favored the
37
use of English-Filipino due to their optimistic perspectives that it could hasten their
learning ability. Hence, being bilingual leaners, they consider themselves as code –
switchers who, on the other hand, appreciate the vitality of English in its international
essence. determine all the influencing factors of language learning in a single attempt is a
complex and difficult task. Indeed, code switching can be evaluated both positively and
negatively. As a bilingual country, the rule of the use of “English only” becomes a
linguistic issue among the learners and educators.
Synthesis
This section compiles the researchers' examinations from various literature and
studies to provide a conclusion regarding the importance of research output as it profited
various aspects of life as well as the people who worked behind it, which are the
researchers. Here under are some summaries of insights pulled from reference considered
in the investigation.
The study of Ahmad (2009), the impacts of code-switching on English learning and
teaching, is related to the proposed study because both of the study uses code-switching as
their topic to provide students with opportunities to communicate and enhance their
understanding. Both of the study has an impact to the academic performance of the
students.
The study of Eureka Baneka Mokibelo (2016) entitled the Journal of Educational
Studies Code-Switching: a Strategy for Teaching and Learning or a Problem in Botswana?
38
is related to the proposed study because both of the study showed that code-switching
strategy for teaching and learning has a significance that they could help the teachers to
reflect on the code-switching practices they do unnecessarily and see if they benefit the
learners or not and probably refrain from such Both of the study has a great effect to
improve the academic performance of the students.
The study of Carla Jonsson May (2011) Functions of code-switching in bilingual
theater, is related to the proposed study because both of the study concludes that code-
switching serves creative, artistic, and stylistic functions in plays, and that it can be used
to emphasize a specific word or passage, add another level of meaning, deepen/intensify a
meaning, clarify, inspire richer images, and instruct the audience about a specific concept.
Both of the study improves the communication, vocabulary and cognitive learning of the
students.
The study of Marites Quibol Catabay, Students’ perception on the use of code-
switching in English as a second language class, is related to the proposed study because
both of the study found out that respondents learn more effectively when they are taught in
English and Filipino. Both of the study provides students with alternative language units
to improve their academic performance
The study of Bravo-Sotelo, (2020) to Alternating between two languages
necessitates a high level of linguistic ability on the side of the speaker to transition
seamlessly from one language to another is related to the proposed study because both of
the study showed that students generally had a positive attitude towards the use of code
switching in the ESL class. Both of the study had a good impact in EFL class because it
treasured both the first and second languages.
39
CHAPTER 3
RESEARCH METHODOLOGY AND PROCEDURES
This chapter presents the subjects and describes the method of research the
sources of the research, the subject of the study, the instrument for securing data, the
construction of instruments as well as the statistical treatment of data for the analysis
and interpretation process.
Research Design
Descriptive survey research design was employed to study the use of code
switching in academic performance. This design helped together various kinds of data
in relatively minimum resources, to obtain information about the current status of the
phenomena and also to know the existing condition of factor that affect teachers’ job
performance. According to Best (2011) and Cresswel (2013), a descriptive survey study
describes and interprets that is concerned with conditions or relationships that exists,
opinions that are held, process that are going on, effects that are evident or trends that
are developing. Thus, the use of descriptive method was found appropriate. The
researcher used a descriptive survey method with quantitative approach to collect,
analyze and interpret different and compulsory data to get in depth information about
the current status of the Senior high school student of Our lady of Assumption College
when it comes in utilization of Code switching in English to improve the academic
40
performance. According to Adi Bhat (2018) descriptive research design is used to
describe characteristics of a population or phenomenon being studied. It addresses
‘’what’’ and ‘’how’’ questions rather than ‘’why’’ questions. The researchers used
survey research which is a self-made questionnaire to collect the data needed.
Respondents of the Study
The respondent of the study of the study was the Senior high school student of Our
Lady of Assumption College composed of total male respondents are 40 percent (%) and
the total female respondents are 60 percent (%). The total male respondents of 11 STEM
have 4 and the total female respondents have 21. The total respondents of 11 STEM are
25 students. The total male respondents of 11 ABM have 4 and the total female respondents
have 4. The total respondents of 11 ABM are 8 students. The total male respondents of 11
HUMSS have 8 and the total female respondents have 8. The total respondents of 11
HUMSS are 16 students. The total male respondents of 11 ICT have 7 and the total female
respondents have 2 students. The total respondents of 11 ICT are 9 students. The total male
respondents of 11 HE has 0 and the total female respondents have 7. The total respondents
of 11 HE is 7 students.
The total male respondents of 12 STEM have 3 and the total female respondents
has 3. The total respondents of 12 STEM are 6 students. The total male respondents of 12
ABM have 1 and the total female respondents have 1. The total respondents of 12 ABM
are 2 students. The total male respondents of 12 HUMSS 1 have 7 and the total female
respondents have 11. The total respondents of 12 HUMSS 1 are 18 students. The total male
41
respondents of 12 HUMSS 2 have 1 and the total female respondents have 4. The total
respondents of 12 HUMSS 2 are 5 students. The total male respondents of 12 ICT have 1
and the total female respondents have 2. The total respondents of 12 ICT are 3 students.
The total male respondents of 12 HE has 0 and the total female respondents have 1. The
total respondents of 12 HE is 1 student.
42
THE USE OF CODE-SWITCHING IN ENGLISH TO IMPROVE THE
ACADEMIC PERFORMANCE OF SENIOR HIGHSCHOOL OF
Strand/ Total Total Total Total Total

Section Male Female Male Female Respondents
Population Population Respondents Respondents
100 % 100 % 40 % 60 %
11
STEM 14 10 4 21 25
11
ABM 7 20 4 4 8
11
HUMSS 11 9 8 8 16
11
ICT 8 1 7 2 9
11
H.E 9 17 0 7 7
12
STEM 24 26 3 3 6
12 ABM 4 26 1 1 2
12
HUMSS 14 25 7 11 18
1
12
HUMSS 19 16 1 4 5
2
12 14 11 1 2 3
ICT
12
H.E 3 11 0 1 1
TOTAL 127 172 36 64 100
Table 1. Distribution of the Respondents
43
Map of the School used in Study
RESPONDENTS
Figure 2. Map of Tanauan and Cabuyao City Showing the School Used in the Study
44
RESPONDENTS
Figure 2. Map of Tanauan and Cabuyao City Showing the School Used in the Study
45
Locale of the Study
The researchers took place within Our Lady of Assumption College since the
chosen respondents are students and teachers of the school; it is located at Cabuyao City,
Laguna and Tanauan, Batangas. The researchers conducted the study virtually through
sending of Google forms.
Research Instrument
The questionnaire was used to obtain the data for the study. The questionnaire was
constructed in the light of the specific questions of the study. The questionnaire included
the respondents’ profile such as Age, Gender, Grade Level, Strand.
It also included the Survey questionnaire respondents fill up to generate the data
needed for the analysis prepared the questionnaires that researchers used was composed of
two parts, the first is the profile of the respondents, and the second part consist of questions
indicating the use of code switching in English to improve the academic performance of
senior high school students.
Validation of the Instrument
The draft of the devised questionnaire was prepared by the researcher and was
presented to their adviser for comments and suggestions.
46
The draft of the questionnaire was analyzed considering its contents, structure and
purpose. It was anticipated that there would be some revision on the different items
based on the construction of the final draft of their instrument. This was also presented
to three experts in the field.
Reliability of the Questionnaire
The final draft of the questionnaire was multiplied corresponding to the number of
student respondents. It was understood that the students who used in checking reliability
of the questionnaire were not the same respondents of the study to be conducted. The test
was administered to the target respondents and after a week, same set was administered to
the same group of respondents to test its validity.
Data Gathering Procedure
After obtaining the validity and reliability of the research instruments and upon
the approval of the thesis proposal by the pre- oral panelists, the researcher sent a letter of
request to the School Head for the administration of the research questionnaires to the
respondents, and the researcher conducted online survey through Google Forms and
distributed through the use of Google Forms.
47
Administration of the Questionnaire
The validated questionnaires were reproduced for administration to the target group
of respondents. The researcher when permitted; distributed the questionnaire through
online via Google forms to all students of senior high school in Our Lady of Assumption
College The filled-up questionnaire were collected after one week in which one hundred
percent retrieval was expected to be achieved.
Scoring of Responses
The responses for every question in the questionnaire were tallied and organized
into tables for interpretation. The weighted values to the degree and manner of
performance are shown below.
Option Scale Range Verbal Interpretation
5 5.0-4.5 Strongly Agree
4 4.4-3.5 Agree
3 3.4-2.5 Neutral
2 2.4-1.5 Disagree
1 1.4-1.0 Strongly Disagree
Statistical treatment of Data
The following statistical tools were used to interpret the data gathered.
48
1. Percentage
Formula % = (f/N) (100%)
Where:
P = Percent Value
f = individual number of observations
N= total number of observations
2. Weighted Mean.
Xw
Where:
Xw=weighted mean
W1, W2,…..Wn= corresponding weight
X1, X2,…….Xn = value of any particular observations or

measurements
49
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the presentation, analysis and interpretation of based on the
study on the use of code switching in English to improve the academic Performance of the
senior high school. The contents of the chapter are organized according to the statement of
the problems of this study.
1. On the demographic profile of the respondents in terms of Age, Gender, Grade
Level and Strand
Table 1.1
The demographic profile of the respondents in terms of Age
Age Frequency Percentage

14-15 0 0
16-17 68 68
18 and above 32 32
Total 100 100
The data in table 1.1 indicates the summary of respondent on age. It was noted
the age 16 to 17 years old obtained sixty-eight (68) of the overall number of the
50
respondents that gained sixty (68%) The age 18 and above obtained thirty-two (32) of
the overall number of the respondents that gained (32%) and the 14 to 15 years old got
zero (0) number of the respondents and (0%) percentage.
This implies that majority of the respondents are in the age bracket of 16-17.
According to DepEd, Strands provide students with a broad variety of
disciplines to investigate and inquire into human problems by analyzing its behavior
and social developments utilizing empirical, analytical, and critical approach
techniques.
Table 1.2
The demographic profile of the respondents in terms of Gender
Gender Frequency Percentage

Male 36 36 %
Female 64 64%
Total 100 100
The data in table 1.2 shows that majority of the study comprised on female with
sixty-four (64) and sixty eight percent (64%) and male have thirty-six (36) response
and thirty six percent (36%) in Our Lady of Assumption College.
This implies that many of the respondent’s gender are female.
According to Butler, gender is not essential nor biologically fixed, but rather
generated by its own performance, and thus performative. The term performativity,
51
derived from Austin's (1962) work on performative utterances, refers to verbal actions
or behaviors that produce the item they describe.
Table 1.3
The demographic profile of the respondents in terms Grade level
Grade Level Frequency Percentage

Grade 11 59 59 %
Grade 12 41 41 %
Total 100 100
The Table 1.3 shows the Majority of the Grade Level on Grade 11 with
fifty-nine (59) responses and fifty nine percent (59%) response and forty-one (41)
responses and (41%) response in Our Lady of Assumption College.
This implies that majority of the respondents are in grade 11.
The study of Wenjuan Guo (2020) This study investigated grade-level
differences in teacher feedback, students' self-regulated learning (SRL), and their
relationship.
52
Table 1.4
The demographic profile of the respondents in terms Strand
Strand Frequency Percentage

STEM 31 31%
ICT 12 12%
H.E 8 8%
ABM 10 10%
HUMSS 39 39%
Total 100 100
The data in table 1.4 indicates the summary of respondent on the strands. It was
noted that the Strand of HUMSS obtained thirty-nine (39) of the total number of the
respondents that gained thirty nine percent (39%) The STEM obtained thirty-one (31) of
the total number of the respondents that gained thirty one percent (31%). The ICT obtained
twelve (12) of the total number of the respondents that gained twelve percent (12%)
number of the respondents. The ABM obtained ten (10) of the total number of the
respondents that gained ten percent (10%) number of the respondents. The H.E obtained
eight (8) of the total number of the respondents that gained eight percent (8%) number of
the respondents.
This implies that many HUMSS students are part of the survey.
Results show that both HumSS and ABM strand students have positive attitude
towards speaking in English and that speaking in English is important to them in general.
Donita – Jane B. Canceran, Conchita Malenab – Temporal 2019.
53
2. How the use of code switching in English improve academic performance of
the students in terms of Communication skills in terms of Communication Skills,
Vocabulary Skills, and, Cognitive Learning
Table 2.1
2.1 How the use of code switching in English improve academic performance of
the students in terms of Communication skills
Indicators Weighted Mean Verbal Interpretation Rank
2.1.1 My communication skills

improve when I use code 3.82 Agree 2
switching.
2.1.2 I can communicate well in
terms code switching. 3.5 Agree 4
2.1.3 I use code switching to
generate a meaningful flow of 3.92 Agree 1
opinion.
2.1.4 I use code switching when
explaining something in class. 3.64 Agree 3
2.1.5 I use code switching when
talking to the teachers and 3.4 Agree 5
classmates
Composite Mean 3.66 Agree
Table 2.1 reveals that students respond Agree to all indicators and the indicator
that have the highest verbal Interpretation is the statement (3) I use code switching to
generate a meaningful flow of opinion with a weighted mean of 3.92 with the of rank
1. The item “My communication skills improve when I use code switching” have
weighted mean of 3.82 and got the rank 2. The item “I use code switching when
explaining something in class” have weighted mean of 3.64 and got the rank 3. The
item “I can communicate well in terms code switching” have weighted mean of 3.5 and
54
got the rank 4. The lowest indicator that has the verbal Interpretation is the statement
(5) “I use code switching when talking to the teachers and classmates” have weighted
mean of 3.4 and got the rank 5.
The table shows the weighted mean and the verbal interpretation on how the use
of code switching in English improves academic performance of the students in terms
of Communication skills. Based on the table, the overall verbal interpretation for the 5
indicators is “Agree” with Composite mean of 3.66.
This implies that the respondents with prior percentage agree on using code-
switching in English to make a meaning flow of opinion.
According to Bautista (2004) the reason for this type of code-switching is what
she termed "communicative efficiency", wherein a speaker can "convey meaning using
the most accurate, expressive, or succinct lexical items available to them. The linguist
Rosalina Morales Goulet also enumerated several reasons for this type of code-
switching. They are: "for precision, for transition, for comic effect, for atmosphere, to
bridge or create social distance, for snob appeal, and for secrecy."
55
Table 2.2
the students in terms of Vocabulary Skills
2.2.1. Learned new words 3.8 Agree 5

because of code switching.
2.2.2 My teachers use code
switching when translating the 3.83 Agree 2
unfamiliar words.
2.2.3 I think code switching is a
bridge between unfamiliar 3.93 Agree 1
vocabularies.
2.2.4 When I code switching, I
become knowledgeable about 3.79 Agree 3
some words or phrases.
2.2.5 Teachers use code switch
when clarifying difficult 3.75 Agree 4
vocabulary
Composite mean 3.82 Agree
Table 2.2 reveals that students respond Agree to all indicators and the indicator that
have the highest verbal interpretation is the statement (3) I think code switching is a bridge
between unfamiliar vocabularies with a weighted mean of 3.93 with the of rank 1. The
item “My teachers use code switching when translating the unfamiliar words” have
weighted mean of 3.83and got the rank 2. The item “When I code switching, I become
knowledgeable about some words or phrases” have weighted mean of 3.79 and got the
rank 3. The item “Teachers use code switch when clarifying difficult vocabulary” have
56
weighted mean of 3.75 and got the rank 4. The lowest indicator that has the lowest verbal
interpretation is the statement (5) “Learned new words because of code switching” have
weighted mean of 3.8 and got the rank 5.
The table shows the weighted mean and the verbal interpretation on how the use of
code switching in English improves academic performance of the students in terms of
Vocabulary. Based on the table, the overall verbal interpretation for the 5 indicators is
“Agree” with an overall composite mean of 3.82
This implies that respondents are agree that they use code-switching in English in
learning relevant unfamiliar words.
Another research from Mazur and Rzepka (2016), showed that vocabulary is an
important aspect of learning a second language, and there are a variety of ways for making
word acquisition easier. Code-switching, or combining the vocabulary of two languages in
a single sentence, is one of these ways. The bulk of people who use code-switching are
bilinguals who can communicate in more than one language. They can quickly switch
codes and utilize the process as a resource to come up with new ways to communicate
diverse meanings. The most common method of teaching vocabulary is to give alternative
language units to students repeatedly before they can correctly memorize them.
57
Table 2.3
the students in terms of Cognitive Learning
2.3.1 I can easily determine the 3.64 Agree 4

right answer in all questions in
terms of code switching.
2.3.2 Code switching helps me to 3.76 Agree 2
understand other dialect
2.3.3 I can easily recall the 3.96 Agree 1
previous lessons with the use of
code-switching.
2.3.4 I understand the discussion 3.59 Agree 5
through the use of code switching
2.3.5 I can familiarize the topic 3.69 Agree 3
because of code switching.
have the highest Verbal Interpretation is the statement (3) I can easily recall the previous
lessons with the use of code-switching with a weighted mean of 3.96 with the of rank 1.
The item “Code switching helps me to understand other dialect” have weighted mean of
3.76 and got the rank 2. The item “I can familiarize the topic because of code switching”
have weighted mean of 3.69 and got the rank 3. The item “I can easily determine the right
answer in all questions in terms of code switching” have weighted mean of 3.64 and got
the rank 4. The lowest indicator that has the lowest Verbal interpretation is the statement
(5) “I understand the discussion through the use of code switching” have weighted mean
of 3.59 and got the rank 5.
58
The table shows the weighted mean and the verbal interpretation on how the use of
code switching in English improves academic performance of the students in terms of
Cognitive Learning. Based on the table, the overall verbal interpretation for the 5 indicators
is “Agree” with Composite mean of 3.78.
This implies that the majority of respondents can recall the previous discussions by
using code-switching in English.
The result of Huerta-Macias, et.al (1992) study found out that code-switching,
in both oral and written form, allowed for effective communication between the parents,
the children and the instructor in a way that was natural and comfortable for all involved.
59
performance improvement in terms of Student’s Motivation, Teaching Tool,
and Classroom Management.
Table 3.1
What is the use of code switching in English towards academic performance

improvement in terms of Student’s Motivation
3.1.11. I'm motivated because I have

the confidence to express 3.72 Agree 2
myself/thoughts in English speaking
3.2.2 When I use code switching,
I’m able to participate in class more 3.62 Agree 3
easily
3.3.3 I'm more motivated and have
the capacity to engage confidently in 3.53 Agree 5
class because of code switching.
3.3.4 I am motivated to answer when
my teachers use code switching on 3.57 Agree 4
defining the previous lesson.
3.3.5 Code switching help me to
boost my performance in class 3.95 Agree 1
Table 3.1 reveals that students respond Agree to all indicators and the verbal
interpretation switching help me to boost my performance in class with a weighted mean
of 3.95 with the of rank 1. The item “I'm motivated because I have the confidence to
express myself/thoughts in English speaking” have weighted mean of 3.72 and got the
60
rank 2. The item “When I use code switching” have weighted mean of 3.62 and got the
rank 3. The item “I am motivated to answer when my teachers use code switching on
defining the previous lesson” have weighted mean of 3.57 and got the rank 4. The lowest
indicator that has the lowest verbal interpretation is the statement (5) “I'm more motivated
and have the capacity to engage confidently in class because of code switching” have
weighted mean of 3.53 and got the rank 5.
The table shows the weighted mean and the verbal interpretation on what is the
use of code switching in English towards academic performance improvement in terms
of Student Motivation. Based on the table, the overall Verbal Interpretation for the 5
indicators is “Agree” with an overall Composite mean of 3.68.
This Implies that the respondents are more motivated when using code-
switching in English.
The result of the study of (Bautista, 2019) Not withstanding earlier researches
showing code switching to be a tool to achieve personal motivations and communicative
efficiency which is defined as “the fastest, easiest, most effective way of saying
something”. Additionally, the higher the motivation the students have, more likely it
would positively in their grades.
61
Table 3.2
3.2 What is the use of code switching in English towards academic performance
improvement in terms of Teaching Tool
Indicators Weighted mean Verbal Interpretation Rank
3.2.1. I clearly understand when

using code switching 3.66 Agree 2
3.2.2. I am capable of effectively

delivering lessons well and ensuring 3.53 Agree 4
it is understandable by using code
switching
3.2.3 Lessons are easier to
understand if the teachers use code 3.66 Agree 3
switching.
3.3.4. Teachers use code switching to
express their feelings in order to 3.71 Agree 1
have a better understanding of their
students.
3.4.5. Teachers speaking using code
switching when explaining the 3.6 Agree 5
directions.
Table 3.2 reveals that students respond Agree to all indicators and the indicator
that have the highest Verbal interpretation is the statement (4) Teachers use code
switching to express their feelings in order to have a better understanding of their
students with a weighted mean of 3.71 with the of rank 1. The item “I clearly
62
understand when using code switching” have weighted mean of 3.66 and got the rank
2. The item “Lessons are easier to understand if the teachers use code switching.” have
weighted mean of 3.6 and got the rank 3. The item “I am capable of effectively
delivering lessons well and ensuring it is understandable by using code switching” have
weighted mean of 3.53 and got the rank 4. The lowest indicator that has the lowest
verbal interpretation is the statement (5) “Teachers speaking using code switching when
explaining the directions.” have weighted mean of 3.6 and got the rank 5.
The table shows the weighted mean and the verbal interpretation on what is the
use of code switching in English towards academic performance improvement in terms
of Teaching Tool. Based on the table, the overall verbal interpretation for the 5
indicators is “Agree” with Composite mean of 3.63
This implies that the respondents are favorable when the teachers are using
code-switching in English.
According to Ansar (2017), the teacher used code-switching to convey the
relevant information. In order to clarify meaning, the teaching code shifts to native
language; repetition is sometimes required in this circumstance. The proclivity for
students to repeat instructions in their native tongue may result in some undesirable
student behaviors. Instead of imitating a mother tongue, the uses code-switching as a
foundation for the formation of second language students who can switch back and forth
between the two languages, depending on the situation.
63
Table 3.3
What is the use of code switching in English towards academic performance
improvement in terms of Classroom Management
Indicators Weighted mean Level of Assessment Rank

3.3.1. By using code switching it easy
for me to have a good relationship to the 3.7 Agree 5
subject teacher when you understand
each other.
3.3.2 Code switching aided in
maintaining a positive relationship with 3.71 Agree 1
students and professors.
3.3.3 Teacher who code switch were
better at negotiating bonded more with 3.54 Agree 3
the students.
3.3.4. I use code switching in explaining
my report in class. 3.62 Agree 2
3.3.5. Become interested in lesson when

my teachers use code switching. 3.31 Agree 4
have the highest verbal interpretation is the statement (2) Code switching aided in
maintaining a positive relationship with students and professors with a weighted mean of
3.71 with the of rank 1. The item “I use code switching in explaining my report in class”
have weighted mean of 3.62 and got the rank 2. The item “Teacher who code switch were
better at negotiating bonded more with the students.” have weighted mean of 3.54 and got
the rank 3. The item “Become interested in lesson when my teachers use code switching.”
have weighted mean of 3.31 and got the rank 4. The lowest indicator that has the lowest
64
verbal interpretation is the statement (5) “By using code switching it easy for me to have a
good relationship to the subject teacher when you understand each other.” have weighted
mean of 3.7 and got the rank 5.
The table shows the weighted mean and the verbal interpretation on what is the use of
code switching in English towards academic performance improvement in terms of
Classroom Management. Based on the table, the overall verbal interpretation for the 5
indicators is “Agree” with Composite mean of 3.58.
This implies that the respondents agree that using code-switching is have a good
effect in students and teacher relationship.
Classroom code-switching is defined by Lin (2008) as the employment of more
than one linguistic code in the classroom by the teacher and students alternately. "Code
switching allows students to engage in creative, efficient, and acceptable activities in the
classroom," according to Martin (2005, p.89). Losey (2009) claims that classroom
codeswitching research "provides an understanding of the discourse of a shared identity
and community among the participants.
65
CHAPTER 5
Summary of findings, Conclusion and Recommendation
The study aims to determine The Use Code Switching in English to Improve the
Academic Performance of the Senior High School of Our Lady of Assumption College.
For this chapter it involves the summary of findings, conclusions, recommendations.
Summary of the Findings
The following conclusions are revealed as result of the research problem:
1.1 The Demographic Profile of the respondents in terms of Age.
The largest group was found on the age bracket of 16-17 with a frequency count of
sixty-eight (68) and least is age of 14-15 with the frequency count of zero (0).
1.2 The Demographic Profile of the respondents in terms of Gender.
The largest group was female with a frequency count of sixty-four (64) followed
by male with the frequency count of thirty-six (36).
1.3 The Demographic Profile of the respondents in terms of Grade Level.
Majority of the respondent’s grade level is grade 11 have the frequency count of
fifty-nine (59) and followed by grade 12 with a frequency count of forty-one (41).
66
1.4 The Demographic Profile of the respondents in terms of Strand.
The overall result state that the majority of the respondent’s strand is Humanities
and Social Science (HUMSS) strand with the frequency count of thirty-nine (39) and the
least strand that response the survey is Accountancy and Business Management (ABM)
Strand with the frequency count of eight (8).
Communication skills.
Respondent perceived in “I use code switching to generate a meaningful flow of
opinion” which obtained the weighted mean of 3.92 with the Verbal Interpretation of
“Agree” on rank 1. While “I can communicate well in terms code switching” who
obtained the Weighted mean of 3.5 with the Verbal interpretation of “Agree” on rank 5.
The overall Verbal Interpretation for the 5 indicators under Communication skills is Agree
Vocabulary skills.
Respondents perceived in “I think code switching is a bridge between unfamiliar
vocabularies” which obtained the Weighted mean of 3.93 with the Verbal Interpretation of
“Agree” on rank 1. While “Learned new words because of code switching” who obtained
the weighted mean of 3.8 with the Verbal interpretation of “Agree” on rank 5. The result
revealed that the overall Verbal Interpretation for the indicators under this is Agree with
67
Cognitive skills.
Respondents perceived in “I can easily recall the previous lessons with the use of
code-switching” which obtained the weighted mean of 3.96 with the Verbal Interpretation
of “Agree” on rank 1. While “I understand the discussion through the use of code
switching” who obtained the Weighted mean of 3.59 with the Verbal Interpretation of
“Agree” on rank 5. The result revealed that the overall Verbal Interpretation for the
indicators under this is Agree with an overall Composite mean of 3.78.
improvements in terms of Student’s motivation.
Respondents perceived in “Code switching help me to boost my performance in
class” which obtained the weighted mean of 3.95 with the Verbal Interpretation of “Agree”
on rank 1. While “I'm more motivated and have the capacity to engage confidently in class
because of code switching” who obtained the weighted mean of 3.53 with the Verbal
Interpretation of “Agree” on rank 5. The result revealed that the overall Verbal
Interpretation for the indicators under this is Agree with an overall Composite mean of
3.68.
improvements in terms of Teaching tool.
Respondents perceived in “Teachers use code switching to express their feelings in
order to have a better understanding of their students” which obtained the Weighted mean
68
of 3.71 with the Verbal Interpretation of “Agree” on rank 1. While “Teachers speaking
using code switching when explaining the directions” who obtained the Weighted mean of
3.6 with the Verbal Interpretation of “Agree” on rank 5. The result revealed that the
overall Verbal Interpretation for the indicators under this is Agree with Composite mean
of 3.63.
improvements in terms of Classroom management.
Respondents perceived in “Code switching aided in maintaining a positive
relationship with students and professors” which obtained the weighted mean of 3.71 with
the Verbal Interpretation of “Agree” on rank 1. While “By using code switching it easy
for me to have a good relationship to the subject teacher when you understand each other”
who obtained the weighted mean of 3.6 with the Verbal Interpretation of “Agree” on rank
5. The result revealed that the overall Verbal Interpretation for the indicators under this is
Agree with an overall Composite mean of 3.58.
Conclusions
Based on the findings, the following conclusions were drawn by the researchers:
1.Profile of the respondents, the findings showed that the highest percentage of respondents
is from the age bracket of 16-17. Findings showed that the highest percentage of the
respondents is female.
69
2. Based on findings, we concluded that many students desire to use code-switching always
in school.
3.On the Use of Code-switching in English to improve academic performance, based on
the findings, the respondents agree that because of code-switching individuals are
enhanced in English speaking.
4. On the Use of Code-switching in English to improve academic performance, based on
the findings, the respondent agrees that they can learn many vocabularies because of the
use of code-switching.
5. On the Use of Code-switching in English to improve academic performance, based on
the findings, the respondent agrees that their use of code-switching greatly aided their
English proficiency.
6. On the use of code-switching in English towards academic performance improvements,
based on the findings, the respondents agree that they are more motivated to study because,
due to the use of code-switching, they can grasp the lesson.
based on the findings, the respondents agree that can the use of code-switching will
substantially aid teachers' instruction.
70
based on the findings, the respondents agree that having the use of code-switching makes
them productive during class.
9. Based on the findings, we concluded that respondents’ eagerness to learn is based on
what they understand.
10. Based on the findings, we concluded that the use of code-switching makes the
classroom atmosphere livelier.
Recommendations
Based on the findings and conclusion, the researchers presented the following
recommendations:
1. The researchers recommended to the students must refrain from doing Code-switching
during class discussions. This is because English as a Second Language must be used
more often than the mother tongues.
2. The researchers recommended to the students must improve their ability to
communication clearly and understandable manner and to provide knowledge to others.
71
3. Teachers should employ successful teaching methods such as whole bodily reaction, the
discovery technique, and the communicative approach instead of Code-switching.
4. Teachers can use these methods to assist students comprehend new meanings and
grammatical rules in a foreign language by acting out or negotiating the meaning. To
encourage pupils to use the language rather than just listen to their teachers, more focus
should be given on learning by doing and the activation of pairs, groupings, and role play.
5. The researchers recommended requiring the school administration and the students to
speak English when the subject is English to help the students become proficient and fluent
in using the English Language.
6. The goal of this researches is to inform all participants in the Department of Education,
including directors, education officers, instructors, students, and parents, who are the most
key participants in increasing students' performance in whatever topic they are studying.
As a result, if these teacher educators are aware of what is going on in schools, they will
have a better chance of advising the curriculum designer on what ground rules should be
included in the implementation of Code-switching in teaching English, providing teachers
with a proper guidance on how to use Code-switching in their lesson
7. The researchers recommended future researchers to increase the number of respondents
to 100 in order to collect as many different ideas and information as needed.
72
8. The researchers recommended future researchers to perform their research at a public
school in order to collect data from at least two different areas of knowledge.
9. The researchers recommended future researchers to work hard not to complain hard
10. The researchers recommended future researchers to have teamwork for the better result
of the research.
73
BIBLIOGRAPHY
A. BOOKS
Aisha Bhatti 2018, Code-Switching: A Useful Foreign Language Teaching Tool in EFL
Classrooms, www.researchgate.net
Dorcas Naha 2018, the effects of code switching on English language teaching and learning
at two schools in sibbinda circuit, www.researchgate.net
Franklin Castillejo 2018, Code Switching and Students' Performance in English,

www.researchgate.net
Michal Mazur 2018, Teaching Words in Context: Code-Switching Method for English and
Japanese Vocabulary Acquisition Systems, www.researchgate.net
Ruth Maguddayao 2018, Code Switching and Students' Performance in English,

Angel Lin 2013, Classroom Code-Switching: Three Decades of Research,

B. ELECTRONIC SOURCES
Michael Estremera (May 2021), "Linguistic Purpose and Historical Implications of

Malapropism and Code-Switching in the Philippines", www.researchgate.net
Dana Osborne (2020), Code switching practices from “other tongues” to the “mother
tongue” in the provincial Philippine classroom, www.sciencedirect.com
Benjamin Baguio Mangila (July 2019), "Pedagogic Code-Switching: A Case Study of the
Language Practices of Filipino Teachers in English Language Classrooms",
Mark Joshua D. Roxas, Vol. 2, No. 2, (2019), "Factors, Forms and Functions: An Analysis
of Senior High School Students' Filipino-English Code-Switching Behavior", www.
asianjournal.org
Belvis&Morauda-Gutierrez (2019) “Amorphous language as alternative model for

multilingual education in the Philippines”, www.academia.edu
Antony Abaidoo (2018), “Factors contributing to academic performance of students in a

Junior High School”, www.grin.com
Naha Dorcas Memory 2018, the effects of code switching on english language teaching
and learning at two schools in sibbinda circuit, www.eajournals.org
Ansar (2017) “Code Switching and Code Mixing in Teaching-Learning Process”,

www.academia.edu
Dr. Juarlito V. Garcines and Dr. Evangeline H. Alvarez (August 2017), "Code-Switching:
Boon or Bane?", www.ijrhss.org
Symaco (2017) “Education, language policy and language use in the Philippines”,
www.academia.edu
Khawaldeh, Khair&Edwan (2016). “The Impact of Poor English Language Proficiency on

Professional Development of Professors at Jordanian Universities. Arab World English
Journal (AWEJ)”, www.academia.edu
Kachkachishvili-Beridze&Beridze (2016) “Language of Education, Its Importance and

Perspectives in Bilingual Education in Samtskhe-Javakheti’’, www.academia.edu
Mazur and Rzepka (2016) “A System for English Vocabulary Acquisition based on Code-
Switching”, www.academia.edu
Mike Cabigon (November 2015), State of English in the Philippines: Should We Be

Concerned, www.britishcouncil.ph
Martin (2015) “English in Mother Tongue based Multilingual Education (MTBMLE) in

the Philippines”, www.academia.edu
Thomas Roche 2015, Unravelling failure: Belief and performance in English for Academic
Purposes programs in Oman, www.researchgate.net
Ma. Theresa b. Valerio (December 2014), "Filipino – English Code Switching Attitudes
and Practices and Their Relationship to English Academic Performance among Freshman
Students of Quirino State University ", www.citeseerx.ist.psu.edu
Priscilla Angela T. Cruz (2014) Code-switching, Resistance, and Reflection: Language

Awareness through Philippine Literature in English, www.tandfonline.com
Bekki Brau 2013, Constructivism, open.byu.edu
Priscilla Angela T. Cruz 2014, Code-switching, Resistance, and Reflection: Language

Awareness through Philippine Literature in English, archium.ateneo.edu
Modupeola (2013). “Code- Switching as a teaching strategy: Implication for English

Language teaching and learning in a multilingual society. IOSR Journal of Humanities and
Social Science (IOSR-JHSS)”, www.d1wqtxts1xzle7.cloudfront.net
Olagunju Robert Modupeola 2013, Code- Switching as a teaching strategy: Implication
for English Language teaching and learning in a multilingual society,
www.iosrjournals.org
C. JOURNALS
Anthony Abaidoo 2018, Factors contributing to academic performance of students in a

Junior High School, www.grin.com
Charito G. Ong (2019), Development of Vocabulary Skills in Selected Second Year High
School English Classes, www.ejournals.ph
Frans Albarillo 2018, Information Code-Switching: A Study of Language Preferences in

Academic Libraries, crl.acrl.org
Jeff MacSwan 2012, Code-Switching and Grammatical Theory, onlinelibrary.wiley.com
Carla Jonsson May 2011 Functions of code-switching in bilingual theater: An analysis of

three Chicano plays, www.sciencedirect.com
D. UNPUBLISHED THESIS
Maria Popescu 2020, Factors affecting the attitudes of students towards learning English
as a foreign language, www.tandfonline.com
Badrul Hisham Ahmad (June 2019) Teachers’ Code-Switching in Classroom Instructions

for Low English Proficient Learners, www. files.eric.ed.gov
İlknurİstifçi (2019) Code-switching in tertiary-level EFL classrooms: perceptions of

teachers, www. files.eric.ed.gov
Dr. Annabelle A. Gordonas (2018) Teaching Strategies in Literature Subjects in Pup

Taguig Branch towards the Development of Instructional Modalities,
www.knepublishing.com
Franklin Castillejo,Maricn Calizo,Ruth Maguddaya (October 2018) Code Switching and

Students' Performance in English, www.researchgate.net
Uzma Rashid 2018, The English/Urdu-Medium Divide in Pakistan: Consequences for

Learner Identity and Future Life Chances, files.eric.ed.gov
Abdulkadir Civan 2016. The Effect of the Medium of Instruction Language on the
Academic Success of University Students, files.eric.ed.gov
Ruanni Tupas (January 2016) Bilingual and Mother Tongue-Based Multilingual Education
in the Philippines, www.researchgate.net
Margaret Crook Grigorenko 2015, Improving Cognitive/Academic Language Proficiency

(Calp) Of Low-Achieving Sixth Grade Students: A Catalyst For Improving Proficiency
Scores, files.eric.ed.gov
Simasiku, et. al (2015), Can Code Switching Enhance Learners' Academic Achievement,
www.eric.ed.gov
Rezvan Noormohamadi 2012, Mother Tongue, a Necessary Step to Intellectual

Development, files.eric.ed.gov
APPENDICES
APPENDICES A
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Our Lady of Assumption College
Tanauan City, Batangas
To Teachers,
Sir / Madam;
Greetings of Peace!
The attached questionnaire were formulated to gather the necessary data

for the research work entitled “THE USE OF CODE SWITCHING IN ENGLISH TO
IMPROVE THE ACADEMIC PERFORMANCE OF SENIOR HIGHSCHOOL
STUDENTS OF OUR LADY OF ASSUMPTION COLLEGES S.Y 2021-2022.”
In this regard, your outmost sincerely and honesty in answering the

questions posited in this study is earnestly solicited by the undersigned.Thank you for your
cooperation and support.
Very respectfully yours,
Ayuban, Antonette
Hadap, Jan Randel
Jaucian, John Carlo
Manaig, Jenny
Marana, Mark Ruzzel
Researchers
Noted:
Ms. Veda Joyce M. Robles

Thesis Adviser
Ms. Veda Joyce M. Robles / Ma Ed Lpt
We are the researchers, a graduating student of Our Lady of Assumption College

— Batangas Branch. As a part of requirement of Humanities and Social Sciences, we are
now working with thesis entitled “THE USE OF CODE SWITCHING IN ENGLISH
TO IMPROVE THE ACADEMIC PERFORMANCE OF SENIOR HIGHSCHOOL
STUDENTS OF OUR LADY OF ASSUMPTION COLLEGES A.Y 2021-2022.”
In this connection, I would like to request permission from your good office to
allow me to distribute the questionnaire to the chosen respondents of the study.
It is hoped that this request will mean your favorable condition and action. Thank
you so much!
Very respectfully yours,
Ayuban, Antonette
Hadap, Jan Randel
Jaucian, John Carlo
Manaig, Jenny
Marana, Mark Ruzzel
Researchers
Noted:
Thesis Adviser/ OIC/ Head Teacher

Mr. Marvin S. Garrido
Professor
Batangas Branch
Mr.,
We are the student of Our Lady of Assumption College — Batangas Branch. As a part of
requirement of Humanities and Social Sciences, we are working with thesis entitled “THE USE
OF CODE SWITCHING IN ENGLISH TO IMPROVE THE ACADEMIC
PERFORMANCE OF SENIOR HIGHSCHOOL STUDENTS OF OUR LADY OF
ASSUMPTION COLLEGES A.Y 2021-2022.”
In view thereof, may I courteously request your expertise in analyzing and evaluating our
survey questionnaire that we will use in pursuing our study? Your comment and suggestions will
be highly appreciated for the betterment of the instrument. Thank you very much for your most
favorable consideration and preferential attention.
Yours sincerely,
Ayuban, Antonette
Hadap, Jan Randel
Jaucian, John Carlo
Manaig, Jenny
Marana, Mark Ruzzel
Researchers
Noted:

Thesis Adviser
Approved: Marvin S. Garrido / Ma Ed
Thesis Instructor
APPENDICES B
QUESTIONNAIRE
Name (option): __________________________________________
Direction: Put a check (✔️) on the box that corresponds to your answer.
1.1 Age
14 – 15yrs old
16 – 17yrs old
18 and above
1.2 Genders
Male
Female
1.3 Grade Level
11
12
1.4 Strand
HOME ECONOMICS
HUMANITIES AND SOCIAL SCIENCES
ACCOUNTANCY, BUSINESS AND MANAGEMENT
INFORMATION AND COMMUNICATIONS TECHNOLOGY

v
SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS
v
Read each statement carefully. Put indicate how much you agree or disagree with
the statement by putting a check (✔️) in the box on the ride side of each statement. Your
answers will be kept strictly confidential and you will not be identified.
5- Strongly Agree (SA)
4-Agree (A)
3- Neutral (N)
2-Disagree (D)
1-Strongly Disagree (SD)

2. 1 Communication skills 5 4 3 2 1
2.1.1 My communication skills improve when I use code

switching.
2.1.2 I can comprehend communication in terms of code
switching.
2.1.3 I use code switching to generate a meaningful flow of
opinion
2.1.4 I use code switching when explaining something in
class.
2.1.5 I use code switching when talking to the teachers and
classmates.
2.2 Vocabulary 5 4 3 2 1
2.2.1 I Learned new words because of code switching.
2.2.2 My teachers use code switching when translating the

unfamiliar words.
2.2.3 I think code switching is a bridge between unfamiliar
vocabularies.
2.2.4 When I code switching, I become knowledgeable
about some words or phrases.
2.2.5 Teachers use code switch when clarifying difficult
vocabulary.
2. 3 Cognitive Learning 5 4 3 2 1
2.3.1 I can easily determine the right answer in all questions in

terms of code switching.
2.3.2 Code switching helps me to understand other dialect.
2.3.3 I can easily recall the previous lessons with the use of
code-switching.
2.3.4 I understand the discussion through the use of code
switching
2.3.5 I can familiarize the topic because of code-switching.
3.1 Student’s Motivation 5 4 3 2 1
3.1.1 I'm motivated because I have the confidence to express

myself/thoughts in English speaking.
3.1.2 When I use code switching, I’m able to participate in class
more easily.
3.1.3 I'm more motivated and have the capacity to engage
confidently in class because of code switching.
3.1.4 I am motivated to answer when my teachers use code
switching on defining the previous lesson.
3.1.5 Code switching help me to boost my performance in class.
3. 2 Teaching tools 5 4 3 2 1
3.2.1 I clearly understand when using code switching.

3.2.2 I am capable of effectively delivering lessons well
and ensuring it is understandable by using code switching.
3.2.3 Lessons are easier to understand if the teachers use
code switching.
3.2.4 Teachers use code switching to express their
feelings in order to have a better understanding of their
students.
3.2.5 Teachers speaking using code switching when
explaining the directions.
3.3 Classroom management 5 4 3 2 1
3.3.1 By using code switching it easy for me to have a

good relationship to the subject teacher when you
understand each other.
3.3.2 Code switching aided in maintaining a positive
relationship with students and professors.
3.3.3 Teacher who code-switches were better at
negotiating bonded more with the students.
3.3.4 I use code switching in explaining my report in
class.
3.3. 5 I become interested in lesson when my teachers use
code switching.
CURRICULUM VITAE
PERSONAL BACKGROUND
Name : Ayuban, Antonette S.
Date of Birth : September 23, 2003
Birthplace : Bohol
Civil Status : Single
Gender : Female
Height : 5’1
Weight : 45 kg
Religion : Catholic
Nationality : Filipino
Father Name : Ayuban, Tomas Jr.
Mother Name : Ayuban, Lilia S.
Contact No. : 09158233397
Address : Blk 139 Phase 02 Mabuhay,
Mamatid, Cabuyao City, Laguna
EDUCATIONAL ATTAINMENT
Senior High School : Our Lady of Assumption College,

Mamatid, Cabuyao, Laguna
2020-2022
Junior High School : Christ the King School of Cabuyao

Cabuyao City, Laguna
2016-2018
Gulod National Highschool

Gulod, Cabuyao City, Laguna
2018-2020
Elementary : Mamatid Elementary School

261 Mamatid Rd, Cabuyao City, Laguna
2010 – 2016
Antonette Ayuban
Researcher’s Signature
PERSONAL BACKGROUND
Name : Hadap, Jan Randel A.
Date of Birth : August 11, 2002
Birthplace : Mandaluyong City Hospital
Gender : Male
Height : 5’8
Weight : 60 kg
Religion : Christian
Father Name : Francisco P. Hadap
Mother Name : Cristina C. Alanano
Contact No. : 09087137706
Address : Blk 77 Lot 42 Phase 01 Mabuhay,
Mamatid, Cabuyao City, Laguna

2020-2022
Junior High School : Gulod National Highschool
2018-2020
Elementary : Today’s Kids Creative Learning Center INC.

Block 61 Lot 42-46 Ph.1 Mabuhay City,
Baclaran, Cabuyao, Laguna
2010-2016
Jan Randel A. Hadap

PERSONAL BACKGROUND
Name : Jaucian, John Carlo M.
Date of Birth : June 08, 2004
Birthplace : Manila, Sta. Cruz
Gender : Male
Height : 5’9
Weight : 59 kg
Religion : Baptist
Father Name : Jaucian, Bernardo A.
Mother Name : Jaucian, Jenevieve M.
Contact No. : 09617827112
Address : B33 L31 Phase 6, Amaranth St., Mamatid,
Cabuyao, City Laugna

Mamatid,Cabuyao,Laguna
2020-2022
Junior High School : Gulod National High School

2016-2020
Elementary : Holy Redeemer School of San Isidro Cabuyao

2010-2016
Jaucian, John Carlo M.

PERSONAL BACKGROUND
Name : Manaig, Jenny, L.
Date of Birth : November 3, 2003
Birthplace : Calamba, Laguna
Gender : Female
Height : 5’3
Weight : 45 kg
Religion : Catholic
Father Name : Manig, Pablito, A.
Mother Name : Manaig, Anna Liza L.
Contact No. : 09568895786
Address : 188 Banlic, Calamba, Laguna
Senior High School: Our Lady of Assumption College,

2020-2022
Junior High School : Our Lady of Assumption College,

2016-2020
Elementary : Banlic, Elementary School

Banlic Calamba Laguna
2010-2016
Manaig,Jenny L__
PERSONAL BACKGROUND
Name : Maraña, Mark Ruzzel M.
Date of Birth : November 24, 2004
Birthplace : Cabuyao
Gender : Male
Height : 5’9’
Weight : 60 kg
Religion : Born Again
Father Name : Maraña, Rodel
Mother Name : Maraña, Marites
Contact No. : 09666030852
Address : 188 Purok 2 Banlic, Calamba City,

Laguna

2020-2022
Junior High School : St. Vincent College

Cabuyao City, Laguna
2016-2020
Elementary : Banlic Elementary School,

Calamba City, Laguna
2010-2016
Mark Ruzzel M. Maraña

The Use of Code Switching in English To Improve The Academic Performance of Senior Highschool of Our Lady of Assumption College A.Y 2021-2022

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The Use of Code Switching in English To Improve The Academic Performance of Senior Highschool of Our Lady of Assumption College A.Y 2021-2022

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THE USE OF CODE SWITCHING IN ENGLISH TO IMPROVE THE

ACADEMIC PERFORMANCE OF SENIOR HIGHSCHOOL OF

A Thesis Presented to the Faculty of Our Lady of

Assumption College -Batangas Branch

In Partial Fulfillment of the Requirements for SENIOR HIGH

SCHOOL ACADEMIC TRACK HUMANITIES

AND SOCIAL SCIENCES STRAND

Hadap, Jan Randel A.

Jaucian, John Carlo M.

Maraña, Mark Ruzzel M.

he gave the proponent for the completion of this study.

in the Education sector of a fast-growing population in the Southern Tagalog region.

To Ma’am, Marion Acierto, Ringor EdD the VP for Academic/Principal for

learning system in the school.

To Mr. Francis Edward T. Ringor the School Supervisor/Sports Coordinator for

the warmest gratitude on you,

and school matters.

every situation they need and giving support in every circumstances.

To Family of the researchers, for words of encouragement which serves as an

inspiration and motivation to finish the study.

To Classmates for sharing their knowledge with the researchers.

to finish and pursue this study.

Sincerest thank you!

Chapter 1 – The Problem and its Background

Paradigm of the Study…………………………………………………………….6

Statement of the Problem…………………………………………………………7

Significance of the Study……………………………………………………….....9

Chapter 2- Review of Related Literature and Studies

A. Related Literature (Foreign and Local Literature) …………………….….....13

B. Related Studies (Foreign and Local Studies) …………..……………….…...25

Chapter 3- Research Methodology and Procedures

Respondents of the Study………………………………………………….……..41

Distribution of the Respondents……………………………………….……...….43

Map of the Study……………………………………………………….….……..44

Locale of the Study……………………………………………………………....46

Validation of the Instrument……………………………………………………..46

Reliability of the Questionnaire…………………………………………...……..47

Data Gathering Procedure……………………………………...………………..47

Administration of the Questionnaire…………………………………………….48

Statistical Treatment of Data…………………………………………...………..48

Chapter 4 – Presentation, Interpretation and Analysis of Data……………………..50

Chapter 5 – Summary, Conclusion and Recommendations

Summary of Findings ……………………………………………………...……66

Table 1 Distribution of the Respondents……………………..…………………………...43

Table 1.1 The demographic profile of the respondents in terms of Age……………….….50

Table 1.2 The demographic profile of the respondents in terms of Gender…………….....51

Table 1.4 The demographic profile of the respondents in terms of Strand………………..53

students in terms of Communication skills……………………………………………….54

students in terms of Vocabulary skills……………………………………………………56

students in terms of Cognitive Learning………………………………………………….58

improvement in terms of Student’s motivation……………………………………….…..60

improvement in terms of Teaching tool…………………………………………………..62

improvement in terms of Classroom Management……………………………………….64

Figure 1 Paradigm of the Study……………………………………………………………6

Figure 2 School Map…….……………………………………………………………..…4

Title: THE USE OF CODE SWITCHING IN ENGLISH TO IMPROVE THE

Researchers: AYUBAN, ANTONETTE S.

HADAP, JAN RANDEL A.

JAUCIAN, JOHN CARLO M.

MARANA, MARK RUZZEL M.

Adviser: Mr. Marvin S. Garrido

School: Our Lady of Assumption College Cabuyao Branch