Code-Switching in Mathematics Classroom: Relationship between Students’ Attention and Attitude and their Learning Success

Yusob, Khairul Firhan; Nassir, Asyura Abd; Tarmuji, Nor Habibah

doi:10.11113/lspi.v5n1.64

Cited by 4 publications

(4 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…26 For example, researchers aver that code-switching is a meaningful classroom interaction strategy that can contribute to the success of the lesson. 27 In Kenya, Muyuku states that code-switching is prevalent in everyday conversations, particularly in daily newspapers. 28 This may be so, as Kenya has almost 68 spoken ethnic mothertongue languages.…”

Section: Models Of Code-switchingmentioning

confidence: 99%

Impact of Code-Switching in Learning and Teaching of Mathematics: A South African Perspective

Malindi¹,

Gobingca

Ndebele

2023

EHASS

View full text Add to dashboard Cite

This paper examines the impact of code-switching on the learning and teaching of Mathematics. The research was conducted in selected primary schools in O.R. Tambo Inland Education District in the Eastern Cape Province of South Africa. The researchers adopted a case-study research design. Four focus groups, each represented by six members, were used during data collection through semi-structured focus group interviews conducted face-to-face. Two groups were from rural-based schools and two groups were selected from urban-based schools. Purposive sampling was used to select participants with a focus on Mathematics grade six (6) teachers. The results show that code-switching is inevitable in teaching learners whose first or mother tongue is not English language when English language is used as the language of learning and teaching (LoLT). Secondly, code-switching is a useful and effective learning and teaching strategy for grade six (6) learners in Mathematics. The study recommends that teacher trainees should be introduced to a minimum of three (3) languages during their training in the teaching profession. In addition to making code-switching acceptable and official, Mathematics teachers should use it as a learning and teaching method or strategy. Keywords: Bilingualism, Code-switching, Learner Competence, Multi-cultural Classrooms

show abstract

Section: Models Of Code-switchingmentioning

confidence: 99%

Impact of Code-Switching in Learning and Teaching of Mathematics: A South African Perspective

Malindi¹,

Gobingca

Ndebele

2023

EHASS

View full text Add to dashboard Cite

show abstract

“…Secondly, a five-point Likert scale questionnaire was adopted from the study of Yusob et al [26] to collect data on the experiences and perceptions of the participants on the use of code-switching as a medium of instruction in the delivery of these Mathematics lessons. A formal letter of request was sent to the main author of the instrument to obtain permission to utilize the instrument.…”

Section: B Data Gathering Instrumentsmentioning

confidence: 99%

Designing and Developing Video Lessons in Mathematics Using Code-Switching: A Design-Based Research

Sagge, Jr.,

Segura, Jr.

2023

IJIET

View full text Add to dashboard Cite

Unlike books and audio clips, videos provide stronger visual cues. They are made to help learners comprehend the events particularly when situations call for language interpretation. This design-based research developed a module in the form of video lessons covering the least-mastered competencies in Mathematics for Grade 9 students. This study identified the least-mastered competencies through a survey. Using the snowball sampling method, the researcher chose fifty public school teachers as participants in the study. The module was designed and developed with five video lessons, each lesson covering one competency. During the implementation stage, the lecturer employed code-switching to facilitate instruction. Forty Grade 9 learners had utilized the said module, which was evaluated by both learners and experts according to various criteria. Overall, the module was rated “acceptable” by both learners (M=4.44) and experts (M=4.65). Moreover, the module was deemed “highly acceptable” in terms of learning outcomes (M=4.58), and style and presentation (M=4.61). Code-switching as the medium of instruction, was also evaluated and rated by learners as “highly acceptable” in terms of attention (M=4.62), attitude (M=4.53), and success (M=4.74). The developed module achieved its objectives and opened opportunities for technology integration to cater to 21st-century learners. This approach to education caught the learners’ attention in helping them improve their knowledge and critical thinking ability, which are the goals of the secondary school mathematics curriculum. The output of this research may be used by other Mathematics educators as instructional material, and further assessment of its effectiveness is recommended.

show abstract

“…To date, studies on CS have grown exponentially and are perceived to be a strategy teachers use to disseminate academic information to learners whose HL is different from the LoLT (Maluleke, 2019). Using CS helps the teacher to explain concepts that might be difficult for learners to understand, thus minimising confusion among them (Yusob et al, 2018). Therefore, it is of great significance to realise that learners' assessment of mathematics occurs in their use of a language.…”

Section: Using Code-switching (Cs) To Empower Learners In Concept Development In Mathematics Assessmentmentioning

confidence: 99%

Exploring Grade 6 mathematics teachers' use of the language of learning and teaching in assessment for learning

Mahlambi

Mawela

2021

Journal of Education

View full text Add to dashboard Cite

In this study, we aimed to explore Grade 6 mathematics teachers' use of English, the language of learning and teaching in assessment for learning in selected primary schools in Alexandra Township, South Africa. From Grade 4, English is the language of teaching and learning for most learners, despite English being the home language of a minority of learners. Results of studies have shown that in South Africa, in Grades 1 to 3, in which learners are taught using their home-language performance appears to be better than in Grades 4 to 6 where English as a First Additional Language (EFAL) is used for teaching and learning. Guided by qualitative case study design, we used semi-structured interviews and non-participatory observation to collect data from nine purposefully sampled Grade 6 mathematics teachers. In conjunction with the literature reviewed and the theory underpinning the study, we used themes to analyse, interpret, and discuss the data we collected. This research revealed that learners in Grade 6 struggle to understand English as the language of learning and teaching, so, to augment concept development and understanding, teachers and learners use code-switching. In the classrooms observed, this practice has become the norm to improve the performance of learners with limited language proficiency. However, because of the differences between the home language of learners and that of teachers in mathematics classrooms, code-switching is often not enough to ensure understanding.

show abstract

Code-Switching in Mathematics Classroom: Relationship between Students’ Attention and Attitude and their Learning Success

Cited by 4 publications

References 7 publications

Impact of Code-Switching in Learning and Teaching of Mathematics: A South African Perspective

Impact of Code-Switching in Learning and Teaching of Mathematics: A South African Perspective

Designing and Developing Video Lessons in Mathematics Using Code-Switching: A Design-Based Research

Exploring Grade 6 mathematics teachers' use of the language of learning and teaching in assessment for learning

Contact Info

Product

Resources

About