The Relationship of Code-Switching to the Academic Performance of Grade 12 Stem Students of Balayan Senior High School

Abstract

INTRODUCTION

Code-switching is used to either reiterate a statement in another language or to linguistically change languages in-between sentences to help the listeners comprehend more. This study generally aimed to determine whether there is a significant relationship between code-switching and the academic performance of grade 12 STEM students. This study would answer whether it is necessary to use code-switching to further improve the academic performance of students.

METHODS

Descriptive-correlational research design was used. Convenience sampling was utilized by the researcher in choosing the respondents for the study. Forty-four (44) grade 12 STEM students of Balayan Senior High School responded to the researcher-made, Likert scale questionnaire. Data that was gathered from the respondents were tabulated. Frequency count, Percentage distribution, Pearson Product-Moment Correlation Coefficient, and T-test for correlation coefficient were the statistical treatments used by the researcher.

RESULTS

The researcher found out that most of the respondents have agreed that code-switching aids in understanding the lessons in class. However, the researcher discovered that there is a negligible correlation (r = -0.06) between the use of code-switching and the academic performance of grade 12 STEM students. Moreover, there is no significant relationship (t = -0.36) that exists between the use of code-switching and the academic performance of grade 12 STEM students. Therefore, the researcher failed to reject the null hypothesis, the relationship between the use of code-switching and academic performance of grade 12 STEM students is not significant.

DISCUSSIONS

The results disclose that it is not necessary to use code-switching in improving one's academic performance. The study showed dissimilar results than that of Mokgwathi and Webb (2013), and Merritt et al. (2010). The researcher recommends executing the study for a longer amount of time and creating questions that may imply whether code-switching helps or not in improving one's performance.