Code-Switching in Mathematics Instruction and the Mathematics Performance of Junior High School Students

This study examines the effectiveness of Cebuano-based instruction through code-switching and its relationship with the mathematics performance of junior high school students at Don Andres Soriano National High School, Toledo City, Cebu, for the academic year 2025–2026. Utilizing a descriptive correlational research design, the study employed quantitative measures such as mean, standard deviation, and Pearson Product Moment Correlation Coefficient, alongside qualitative data from student interviews, to determine the level and association between variables. Results show that students demonstrated a high level of mathematics performance, with the majority attaining outstanding and very satisfactory levels and an overall 100% passing rate. The perceived effectiveness of code-switching in teaching mathematics was rated as effective (overall mean = 4.18), indicating that students generally find it helpful in understanding concepts and engaging in classroom activities. Correlation analysis revealed a statistically significant moderate positive relationship between mathematics performance and the level of effectiveness of code-switching (r = 0.491, p = 0.001), suggesting that students who perceive code-switching as more effective tend to perform better in mathematics. Qualitative findings further revealed key themes, including improved understanding through familiar language, increased participation and expression, enhanced confidence and reduced anxiety, challenges in language balance and dependence, and the importance of teacher strategy in code-switching. These results suggest that while code-switching enhances comprehension and student engagement, its effectiveness depends on purposeful and balanced implementation. Consequently, an instructional enhancement plan was proposed to guide teachers in integrating Cebuano and English strategically, ensuring both conceptual understanding and development of formal mathematical language. Future research is encouraged to explore additional factors and long-term effects of code-switching to further strengthen instructional practices in multilingual mathematics classrooms.

Code-switching, mathematics performance, mathematics instruction, junior high school students

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