Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 3 no. 2 (2025)

The Effectiveness of Code-mixing on English Language Skills Among Grade 10 Students

Rubelyn Shinsay V. Guimong | Ashley Judd Quilang | Encarnette Yamis | Mia Rica Arante | Jeddah B. Quiño-Justol

Discipline: Education

 

Abstract:

This study is intended to determine the significant relationship between the extent of codemixing implementation and the level of English language skills among Grade 10 students of San Martin Integrated School. Specifically, it assessed the extent of code-mixing in classroom discussions, student participation, and student perceptions, and evaluated students' English proficiency in vocabulary, grammar, and reading comprehension. This study utilized a quantitative descriptive-correlational design. Spearman’s Rank Correlation Coefficient was employed to test the relationship between variables after the data failed to meet the assumption of normality based on the Shapiro-Wilk test. The findings revealed that code-mixing was regularly implemented in classroom instruction, student participation, and was positively perceived by students. Most students were found to be in the “Developing” category for vocabulary, while grammar and reading comprehension fell within the “Emerging” level. A statistically significant moderate positive correlation (ρ = 0.529, p < .001) was found between the extent of code-mixing implementation and students' overall English language skills. It can be concluded that increased implementation of code-mixing correlates with better English proficiency, particularly in vocabulary and grammar. These findings support the use of code-mixing as a strategic instructional tool in multilingual classrooms, offering linguistic scaffolding that enhances comprehension, reduces anxiety, and promotes active engagement in language learning.



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