Effects of Code-Switching Instructional Strategy on the Academic Achievement of Basic Science Pupils in Ijebu-Ode Metropolis Junior Secondary Schools

Abstract

Different personality types of learners come into classrooms differently prepared with unique characteristics. These learners differ in their physique, psychology, ability to comprehend easily and even composure. The difference becomes accentuated when considering academic achievement. This puts teachers on their toes struggling with various strategies to nullify these observed differences. This study was based on these and noted that an instructional strategy could be used to level certain differences by incorporating code-switching. The pre-test, post-test control group, non-randomized quasi-experimental design was used with 2 x 2-factorial matrix. The population comprised all the JSII students in all the Junior Secondary Schools in Ijebu-Ode metropolis while a sample of 150 was used from purposively selected three Schools. Three null hypotheses were tested at .05 alpha level. One instrument was used, Basic Science Achievement Test (r = .85). Data collected were analyzed using, Analysis of Covariance and Estimated Marginal Means Result showed there was a significant main effect of treatment on the academic achievement of students in Basic Science (F(1,144) = 16.406, ƿ < .05 = .001), no significant main effect of gender on the academic achievement of students (F (1,144) = .006; ƿ > .05 = .939) and no significant interaction effect of treatment and gender on students’ academic achievement (F (1,144) = .803; p > .05 = .372). It is concluded that code-switching strategy can boost academic achievement in Basic Science. The recommendation was that teachers should improve on their content delivery through the use of the strategy to enhance achievement.