Author(s)

Gift Chioma Okeke^1*, Babatunde Ojo Badmus¹, Adewumi Modinat Adeleke¹, Temitope Dasola Alabi¹, Kamoru Abiodun Sabitu²

Affiliation(s)

¹Department of Language and Communication Education, School of General Studies Education, Federal College of Education (Special), Oyo, Nigeria.

²Department of Science Education, School of General Studies Education, Federal College of Education (Special), Oyo, Oyo State, Nigeria.

Corresponding Author

Gift Chioma Okeke

ABSTRACT

The study investigated the effect of code-mixing and code-switching on academic achievement in mathematics among secondary school students. This study employed a quasi-experimental design. The population for the study comprises all secondary school students in the thirty-three (33) public secondary schools in Oyo metropolis. Thirty (30) JS 2 Students were selected from each school to have ninety (90) respondents as a sample. The instrument used was a Mathematics Achievement Test (MAT) which was validated by experts. Three research questions and one hypothesis guided the study. The instrument was tested for reliability using Croabach alpha and a reliability coefficient of 0.89 was obtained. The data collected were analysed using Pearson Product Moment Co-efficient (PPMC) and Analysis of Variance (ANOVA). The finding revealed that there is a mild relationship between the academic achievement of students taught mathematics with English language only and those taught using code-switching; that there is a strong relationship between the academic achievement of students taught mathematics with English language only and those taught using code-mixing; that there is a relationship between the academic achievement of students taught mathematics with code-mixing and those taught using code-switching and that there is a significant relationship between the achievement of students taught with English language only, code mixing and code-switching. Based on the findings, it was recommended among others that Mathematics teachers should strategically and ‘gradually’ introduce students to the use of code-mixing and code-switching to enhance their understanding of mathematical concepts.

KEYWORDS

Code-mixing; Code-switching; Academic achievement; Mathematics

CITE THIS PAPER

Gift Chioma Okeke, Babatunde Ojo Badmus, Adewumi Modinat Adeleke, Temitope Dasola Alabi, Kamoru Abiodun Sabitu. Exploring the effect of code-mixing and code-switching on academic achievement in mathematics among secondary school students in Oyo Metropolis, Oyo State, Nigeria. Trends in Social Sciences and Humanities Research. 2025, 3(1): 53-57. DOI: https://doi.org/10.61784/tsshr3133.

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