Code-Switching in Mathematics Classroom: Relationship between Students’ Attention and Attitude and their Learning Success
DOI:
https://doi.org/10.11113/lspi.v5n1.64Abstract
Issues involving code-switching have been widely discussed in many studies. Nevertheless, studies on the relationship between students’ preferences of code-switching and their learning satisfaction in content subjects have been scarce. Using mathematics (math) classroom lesson, this paper aims to see the relationship between students’ preferences of code-switching and their learning satisfaction used in the math classroom. This study took place in a university which English is regarded as the medium of instruction. It involved 100 students from different faculties as respondents. They were asked to answer a set of questionnaires and using SPSS, their response was correlated with their satisfaction in learning math. The findings highlighted a significant relationship these two variables have.
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