Code-Switching And The Academic Performance Of Learners In Mathematics Subject Toward Teacher Development Program

Abstract

The school is an integral part of a community that embraces diverse cultures and languages, significantly influencing the teaching and learning process within classrooms. The presence of multiple languages in classrooms results in teachers and students using more than three languages, a phenomenon known as code-switching. This means that speakers use two or more languages to communicate a message to their audience. Code-switching affects not only language subjects but all subjects. This study specifically investigates the use of code-switching during Mathematics discussions to determine its impact on students' academic performance. The findings indicate that code-switching is frequently used by teachers and students during classes, but it does not have a significant relationship with students' academic performance. Moreover, as students' academic performance, as indicated by their grades, improves, code-switching serves as a beneficial tool during the teaching and learning process and does not hinder the amount of learning students receive. Additionally, code-switching is found to be an effective teaching and communication tool during Mathematics discussions.