EXPLORING THE CORRELATION BETWEEN CODE-SWITCHING AND ACADEMIC PERFORMANCE IN LANGUAGE SUBJECTS AMONG FILIPINO STUDENTS

This study explored the correlation between code-switching practices and academic performance in English and Filipino subjects among Grade 10 students from three public high schools in Kalilangan, Bukidnon, addressing the research gap in developing targeted pedagogical strategies leveraging shared grammatical structures across languages. A descriptive-correlational quantitative design was employed with 262 students and their English/Filipino teachers as respondents, selected via stratified random sampling (Slovin's formula, e=0.05). Self-made questionnaires measured code-switching frequency (4-point Likert: inter-sentential, intra-sentential, extra-sentential, intra-word, general) and perceptions, validated through pilot testing (Cronbach's α>0.80), alongside first-quarter grades. Data analysis utilized descriptive statistics, Pearson's r correlations, and paired samples t-tests (SPSS, p<0.05). Results revealed moderate code-switching levels across all types (means 2.67-2.94), significant positive correlations between students' code-switching and performance (English r=0.341, Filipino r=0.329, p<0.001), but no significant teacher code-switching impact (p>0.05). Demographics (age, sex, reading/technology exposure) significantly differentiated patterns (p<0.01). These findings support Communication Accommodation Theory and CLIL frameworks, confirming code-switching as beneficial student-driven pedagogy. A code-switching pedagogical seminar-workshop for teachers was proposed to address underutilized linguistic analogies and enhance bilingual instruction.