The Use of Code-Switching Towards the Academic Success Among Senior High School Students of Mindanao State University-Sulu

Reyd’zmahal Kadil; Alnakier Sarabi

doi:10.62596/madf6a32

Authors

Reyd’zmahal S. Kadil Master of Arts in Language Teaching English, School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Alnakier A. Sarabi Master of Arts in Language Teaching English, School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/madf6a32

Keywords:

Code-Switching, Academic Success, Multilingual Classrooms, Communicative Confidence, Cognitive Scaffolding, Philippine Higher Education

Abstract

While the cognitive and socio-affective benefits of code-switching are increasingly acknowledged in bilingual and multilingual education, empirical investigations regarding its influence on pre-university students within higher education contexts remain limited. This study addresses this empirical gap by investigating the extent to which the alternation between Filipino and English influences the academic success of older adolescents. A descriptive-correlational research design was employed to assess 100 Senior High School students at Mindanao State University-Sulu, selected via convenience sampling. Data were collected using a modified-standardized questionnaire measuring the perceived influence of code-switching on comprehension of academic materials, classroom engagement, and articulation confidence. The results indicate that code-switching serves as a highly utilized and effective instructional scaffold, with students reporting its greatest impact on their confidence to articulate thoughts during formal discussions and presentations. Inferential analysis revealed no statistically significant differences in these perceptions across age, gender, or grade level, suggesting the strategy is universally beneficial across this demographic profile. Furthermore, significant positive correlations emerged among comprehension, engagement, and confidence, demonstrating that the cognitive and affective advantages of linguistic flexibility are deeply interconnected. These findings challenge rigid monolingual instructional paradigms, demonstrating that strategic code-switching dismantles affective barriers and acts as an equitable, integrated tool for academic achievement in multilingual classrooms.

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