The Significance of Code-Switching in Teaching English, Science, and Mathematics (ENSCIMA) for Junior High School Students
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Code-switching facilitates effective communication, allows speakers to express complex meanings, reinforces identity and belonging, and serves as a tool for both professional and social advancement. This study examines the significance of code-switching in teaching English, Science, and Mathematics (ENSCIMA) to secondary students. Utilizing a quantitative research design, a total of 34 respondents were randomly selected. The findings indicate that the participants’ demographic profiles provide valuable context for understanding their back-grounds. Most respondents strongly agreed with the positive role of code-switching in class-room instruction based on observed practices and perceptions. The results further reveal no significant relationship between the weighted mean of students’ attitudes toward code-switching and its perceived impact on teaching. Among the three sub-jects, English and Science obtained higher weighted means compared to Mathematics. Moreover, significant differences were observed between the mean scores of Grades 9 and 10 students compared with those of Grade 8 when exposed to code-switching in ENSCIMA instruction. Proposed guidelines for the intentional and strategic use of code-switching in teaching are provided. The study concludes by recommending further research to validate these results and to examine the broader effects of code-switching across other academic disciplines.
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