Conducted by PIT
, Started on 2023 -
Completed on 2023
Completed
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The code-switching strategy is widely used in various communication contexts, including in classroom teaching and learning processes. This study aimed to increase the mathematics comprehension of primary learners using the intra-sentential code-switching strategy as the medium of instruction in the teaching-learning process. This study was carried out through an action research design guided by the basic steps of Kemmis and Mctaggart’s spiral model. This study is anchored to Poplack’s theory on the types of code switching and Hoffman’s theory on the functions of code switching in the teaching and learning process. This study involved a total of 28 Grade 1 learners from Palompon South Central School (PSCS), which was chosen through the universal sampling method. The data was gathered through a researcher-made pre- and post-test questionnaire and was analyzed and interpreted using the arithmetic mean, standard deviation, t-test, and Cohen's d. The result revealed that there was a large and significant effect on the mathematics comprehension of the primary learners using the intra-sentential code-switching strategy as a medium of instruction in teaching mathematics. It implies that the intra-sentential code-switching strategy can increase the primary learners’ mathematics comprehension level. Particularly those learners who are more exposed to their second language than the one being used for instruction, which is the mother tongue. Thus, the intra-sentential code-switching strategy, along with the supplementary activities, is a potential intervention to aid the mathematics comprehension problem of the primary learners.