ENHANCING MATHEMATICS PERFORMANCE AND PERCEPTION THROUGH CODE SWITCHING INSTRUCTION: A QUASI-EXPERIMENTAL APPROACH

Mathematics

The purpose of this study was to determine the significant difference in students’ mathematics perception and performance before and after the use of code-switching instruction. A quasi-experimental design using a one-group pretest-posttest approach was employed. Sixteen students participated, and data were gathered through a researcher-made multiple-choice test aligned with a Table of Specifications (TOS) and a mathematics perception questionnaire. The perception indicators focused on interest and motivation, problem-solving approach, and vocabulary in mathematics. Results indicated an improvement in students’ performance after the intervention. In terms of perception, significant enhancements were observed in vocabulary and in students’ interest and motivation. However, there was no significant change in their approach to problem-solving. These findings suggest that code-switching instruction is effective in enhancing mathematical vocabulary and learner engagement, although its influence on problem-solving strategies may require additional instructional support. The study recommends the integration of structured code-switching as a language-sensitive teaching strategy, particularly in multilingual learning environments.

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