Pros and Cons of Code-Switching and Students’ Academic Performance

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{"abstract":"This study explores the relationship between students' attitudes toward code-switching and their academic performance in English classes among first-year Bachelor of Science in Information Technology students at Eastern Samar State University – Guiuan Campus. The Philippines, with its multilingual landscape, often sees code-switching between English and local languages like Waray, especially in English language classrooms. This research aims to understand how students' perceptions of code-switching affect their ability to grasp English lessons and their academic achievements. A descriptive correlational research design was used to collect data from 126 BSIT students via a survey questionnaire and in-depth interviews. The findings reveal that code-switching plays a vital role in helping students comprehend complex English concepts and engage more actively in classroom discussions, particularly when teachers switch to Waray to clarify challenging English terms. However, despite the positive impact of code-switching on student engagement and comprehension, the study revealed that students' attitudes toward this practice do not significantly correlate with their academic performance. This suggests that factors such as teaching quality, student motivation, and individual study habits may have a more profound influence on academic success. Based on these findings, the study proposes an intervention program that encourages balanced and strategic use of code-switching in the classroom. This program aims to support students' language proficiency while also fostering active participation and reducing language anxiety. The research provides valuable insights into language practices in multilingual classrooms, offering recommendations for educators and institutions to optimize teaching strategies and enhance student learning outcomes in multilingual educational settings.","abstract_source":"original","authors":["April Mae Villarazo","Sarah Nemenzo"],"date":"2025-07-03","doi":"10.70838/pemj.410802","id":5715,"issue":8,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"0816766766124d3de0b17a7865377cc2a85c81dd2107f2fe4be5058f95acc37b","schema":"scimatic-article/1","title":"Pros and Cons of Code-Switching and Students’ Academic Performance","volume":41}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/5715.json | jq -r .canonical_record)" | sha256sum

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001653"},"latest"]}'

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