Effectiveness of Code-Switching in Students' Achievement in Science 10

Abstract

INTRODUCTION

Code-switching, as defined by Numan and Carter (2001) is the act of shifting back and forth from one language to another during a conversation, in a single situation and sometimes within a single sentence. Science is taught using English as instructed by the Department of Education. This study investigated the use of code-switching and whether this medium of instruction would bring a significant effect on students' achievement in Science 10.

METHODS

The quasi-experimental pretest-posttest design was used. The experimental group was taught using code-switching while the control group was taught using pure English as a medium of instruction. To gauge their achievement, one of the researchers prepared a 60-item test T-test of dependent means was used to determine if there was a significant improvement in each group achievement, while t-test of independent means was used if there was a significant difference between the effectiveness of two media of instruction.

RESULTS

The study showed that both the control and the experimental groups had the same level of achievement in the pre-test which was described as Fairly Satisfactory. On the other hand, they both improved as reflected in the results of their posttest which were described as Satisfactory. There were significant improvements in the achievement of both groups taught using code-switching and pure English. However, there was no significant difference in the effectiveness of both media.

DISCUSSIONS

The results revealed that using code-switching is just as effective as pure English as a medium of instruction. Code-switching may be considered as an alternative medium of instruction for Science to help the students comprehend the lesson and express themselves well.