Code-Switching: A Catalyst of Change in Teaching College Algebra

Abstract

As of today, many Filipinos experience not only an aversion but also a phobia from mathematics. Moreover, assessments done on the impact of reforms on the achieved curriculum showed little improvement (Nebres, 2006). Hence, it is assumed that the missing link might be the insufficient attention to the implemented curriculum and not in specialized pilot programs. In view of the fact that understanding the mathematical concepts entails understanding the language of instruction, the author believes that code-switching is an effective approach in improving the mathematics achievement of students. The author employed Pre-test-Post-test Control Group Design, using Matched Group Subject which involved first year BSBA students of Isabela State University – Cauayan Campus. Moreover, this study utilized paired-samples t-test to compare the pre-test and post-test scores of the two groups; independent samples t-test to compare the gain scores of the two groups; and ANCOVA to compare the mathematics achievement scores of the two groups, while controlling for their quantitative quotient. The students who were exposed using code-switching manifested higher post-test scores and gain scores than students who were taught using English as the medium. Thus, code-switching is an effective way to improve the performance of the Filipino students in College Algebra.