EXPLORING THE EFFECT OF CODE-MIXING AND CODE-SWITCHING ON ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG SECONDARY SCHOOL STUDENTS IN OYO METROPOLIS, OYO STATE, NIGERIA

Authors

  • Gift Chioma Okeke (Corresponding Author) Department of Language and Communication Education, School of General Studies Education, Federal College of Education (Special), Oyo, Nigeria
  • Babatunde Ojo Badmus Department of Language and Communication Education, School of General Studies Education, Federal College of Education (Special), Oyo, Nigeria
  • Adewumi Modinat Adeleke Department of Language and Communication Education, School of General Studies Education, Federal College of Education (Special), Oyo, Nigeria
  • Temitope Dasola Alabi Department of Language and Communication Education, School of General Studies Education, Federal College of Education (Special), Oyo, Nigeria
  • Kamoru Abiodun Sabitu Department of Science Education, School of General Studies Education, Federal College of Education (Special), Oyo, Oyo State, Nigeria

Keywords:

Code-mixing, Code-switching, Academic achievement, Mathematics

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.

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Published

2025-01-23

Issue

Vol. 3 No. 1 (2025)

Section

Articles

DOI:

https://doi.org/10.61784/tsshr3133

How to Cite

Okeke, G., Badmus, B., Adeleke, A., Alabi, T., Sabitu, K. (2025). Exploring The Effect Of Code-Mixing And Code-Switching On Academic Achievement In Mathematics Among Secondary School Students In Oyo Metropolis, Oyo State, Nigeria. Eurasia Journal of Science and Technology, 3(1), 53-57. https://doi.org/10.61784/tsshr3133