Level of usage of codeswitching among algebra teachers as perceived by second year college students in relation to their performance in algebra

Abstract

The study was conducted in Capiz State University Satellite College, Mambusao Capiz during the academic year 2016-2017 to answer the following questions: 1) What is the level of usage of codeswitching among Algebra teachers as perceived by the students in general and when categorized into socio-demographic characteristics of the respondents in terms of age, Sex, type of high school graduated from, course pursued, high school grade in Math, high school grade in English, usage of the English language at home, and outside the classroom? ; 2) What is the performance of the respondents in Algebra in general and when categorized according to their socio-demographic characteristics and 3) Is the level of usage of codeswitching among Algebra teachers significantly related to the performance of the respondents in Algebra? The respondents of the study were 144 second year students classified according to their respective courses (AB, BSFTE, BSOA and BSCS). A survey questionnaire was used to obtain the data needed in this study. Descriptive-correlational research design was used in this study. Frequency and percentages, mean, standard deviation, and Pearson' s r were used to analyze the data. The majority of the respondents were females, mostly 18 - 19 years old, who had their secondary education mainly in public schools. Most of the respondents are taking up Bachelor of Science in Computer Science. Majority of the respondents had a grade of 80.00-84.99 in their high school grade in math and English which were interpreted as "satisfactory". When it comes to the usage of English language, majority of the respondents "sometimes" use the English language whether it is at home or outside the classroom. Results revealed that in general, the respondents perceived that their algebra teachers' codeswitching usage was "high". When categorized according to the socio-demographic characteristics, respondents regardless of sex, type of high school graduated from, course pursued, high school grade in math, high school grade in English, and usage of the English language outside the classroom, perceived that their algebra teachers' codeswitching usage was "high". In terms of age, respondents within the age bracket of 17 years old and below and 18-19 years old perceived that their algebra teacher' s codeswitching usage was "high", and 20 years old and above perceived that it was "very high". In terms of usage of the English language at home, respondents who seldom', 'sometimes', and 'often' use the English language at home perceived that their algebra teacher's codeswitching usage was "high"; whereas the only one respondent who 'always' uses the English language at home perceived that the algebra teacher's codeswitching usage was "very high". Moreover, results revealed that in general, the respondents had "fair" performance in algebra. When categorized according to the socio-demographic characteristics, respondents regardless of sex, type of high school graduated from, course pursued, high school grade in math, high school grade in English, had "fair" performance in Algebra. In terms of high school grade in math, respondents who had poor, fair, and satisfactory grades in math had "fair" performance in algebra; whereas, respondents who had very satisfactory grades in math during their secondary education had "satisfactory" performance in Algebra. It is further revealed that in terms of usage of the English language at home, respondents who seldom, sometimes, and often had "fair" performance in algebra; whereas, the only one respondent who always uses the English language at home had "poor" performance in algebra. In terms of usage of the English language outside the classroom, respondents who seldom, sometimes, and often use the English language outside the classroom had "fair performance in algebra, while respondents who always use the English language outside the classroom had 'satisfactory" performance in Algebra. No significant relationship between level of usage of codeswitching among algebra teachers and performance of the respondents in algebra was found.