CODE SWITCHING BASED INSTRUCTION ON LEARNERS’ INVOLVEMENT AND EFFICACY IN MATHEMATICS

This study aims to determine the relationships of Code-Switching Based Instruction on learners involvement and efficacy in mathematics. The aimed answer following questions: 1) What is extent use code-switching based instruction regarding tag-switching efficiency, inter-sentential switching, intra-sentential switching? 2) terms attention interest? 3) confidence, experience, enthusiasm? 4) Does codeswitching mathematics have a significant relationship involvement? 5) efficacy? To these questions, descriptive sampling technique was used with 160 seniors Grade 11. A survey questionnaire form checklist evaluate its relation students. gathered data showed that findings tag switching indicated students had very high interest. On other hand, code-switching-based instructions enthusiasm. null hypothesis also disproved efficacy. conclusions, researcher came up recommendations. For stakeholders, it contributes implementation Project DREAM, which accelerate learning, reintegrate safely into school system, assess literacy numeracy levels, focus fundamental skills lead resiliency. teachers, code may require establishing clear guidelines for when how can be classroom. part students, encouraging them both languages express themselves their native languages. Future researchers employ cutting-edge teaching techniques such as math stories increase interest data, In conclusion, this provides evidence effectiveness suggest an effective instructional strategy improving student engagement confidence recommendations provide practical guidance educators stakeholders implement classroom support learning outcomes. research further explore potential strategies improve outcomes subjects.