This study evaluated the elementary teachers? reasons for code switching and its effects to the academic performance of the learners. It intended to establish the extent to which code switching affects the academic performance of the students. Thirty (30) elementary public-school teachers took part in the study. The qualitative research design was used for this study. This design was chosen for possible data sources which included interviews with participants, observations, documents, and artifacts. Furthermore, the online observations and online interviews were transcribed into written text for analytic use. The data were gathered from the results of the respondents' online classes and online and offline interviews. The online class observations transcripts revealed that the two major teachers? reasons for code switching acts in online classes (1) facilitate learning in online classes and (2) code switching for content acquisition. The data of the interview transcripts revealed three reasons for teachers? code switch in online classes: it helps learners understand the lesson more; increases learners? participation; and aids teachers to evaluate whether learners understand the content taught, as reasons for code switching on English online classes. Moreover, two themes were revealed that showed the effects of code switching on students? performance in English online class which are as follows (1) develop sense of belonginess in class, and (2) help build learners confidence to speak the target language. This themes clearly identifies the effect of code switching on students. The articles also revealed how code-switching can be used as an empowerment strategy to scaffold primary school learners to improve their performance in English, which is one of the most challenging subjects for Filipino learners. It is therefore concluded that using code switching made students confident and lessen hesitation while participating inside the online classes resulting to better performance. The study recommends that the conclusion's generality be investigated. For future researchers that would like to dwell on a similar study, it is recommended to increase the sample size, and proceed with an in-depth Focus Group Discussion (FGD) in order to provide a richer analysis of data as support to statistical data. In ensuring better academic performance, other researcher is encouraged to conduct parallel studies on the usage of code switching to find out other factors that makes concepts such as in Mathematics and Science, aside from English as a subject, difficult to the students. Finally, learners' experiences with code switching should be reviewed to minimize the obstacles they encountered and improve their learning experiences.

Codeswitching; elementary teachers; Taglish