Code-Mixed Instruction in Mathematics: Students' Perceptions and Insights

This study examined the language challenges encountered by Filipino Grade 8 students in solving Mathematics word problems, particularly the impact of the language of assessment on their understanding and achievement. Recognizing the potential barrier posed by English, which is the primary language of Mathematics in the Philippines. This research addresses the gap in understanding how code-mixing, the integration of Filipino and English, influences student outcomes in mathematics achievement. The central research question examined whether there is a significant difference in the mathematics achievement of Grade 8 students on worded problem-solving when using code-mixing compared to English only. A quantitative research design was employed in this study, where data were collected using a test questionnaire containing equivalent mathematics word problems presented in both code-mixed and English-only versions. The study examines the achievements of 60 Grade 8 students from a laboratory high school who were assigned to answer either the code-mixed or the English-only version of the test. The key finding reveals no statistically significant difference in student achievement between the two assessment language versions. While a weak, positive correlation was found between age and mathematics achievement, no significant relationship was observed between sex and achievement. These findings suggest that while language remains a crucial factor in mathematics education, the strategic use of code-mixing in assessments may not necessarily hinder student achievement compared to English-only assessments.