Code-Switching in the Classroom and English Language Proficiency Among Grade 7 Students at Hinawanan National High School

Abstract

This research examines code-switching in the English language proficiency of seventh-grade students at Hinawanan National High School. The study, conducted over five instructional sessions, examined disparities between pre-test and post-test scores, variances among trials, and differences in post-test performance between male and female students. A quasi-experimental one-group pretest-posttest approach was utilized to evaluate reading comprehension and writing abilities. Data were examined utilizing descriptive statistics, paired-samples t-tests, independent-samples t-tests, and analysis of variance (ANOVA). Results suggested that students typically improved on the post-tests, suggesting that code-switching may have facilitated comprehension and learning. Enhancements were more pronounced in reading than in writing. Variations between male and female students were noted across multiple trials, though not consistently across all sessions. Performance variations across trials indicate that the efficacy of code-switching may depend on the lecture context and students' preparedness. The research indicates that code-switching can be an effective teaching aid, especially when strategically employed. Nevertheless, further methods may be required to enhance writing proficiency. The results may enhance pedagogical approaches in multilingual environments.