This study aims to determine the relationships of Code-Switching Based Instruction on the learners involvement and efficacy in mathematics. The study aimed to answer the following questions: 1) What is the extent of use of code-switching based instruction regarding tag-switching efficiency, inter-sentential switching, and intra-sentential switching? 2) What is the extent of learners involvement in terms of attention and interest? 3) What is the extent of learners efficacy in terms of confidence, experience, and enthusiasm? 4) Does the use of codeswitching based instruction in mathematics have a significant relationship to the learners involvement? 5) Does the use of code-switching based instruction in mathematics have a significant relationship to the learners efficacy?        To answer these questions, a descriptive sampling technique was used with the 160 seniors in Grade 11. A survey questionnaire in the form of a checklist was used to evaluate the use of code-switching based instruction and its relation to the involvement and efficacy of the students. The gathered data showed that the findings of tag switching, intra-sentential switching, and inter-sentential switching indicated that students had very high involvement in terms of attention and interest. On the other hand, code-switching-based instructions had very high efficacy in terms of confidence, experience, and enthusiasm.         The null hypothesis was also disproved regarding the relationship of code-switching based instruction on learners involvement and efficacy. Based on the findings and conclusions, the researcher came up with the following recommendations. For stakeholders, it contributes to the implementation of Project DREAM, which aims to accelerate learning, reintegrate learners safely into the school system, assess literacy and numeracy levels, and focus on fundamental skills that lead to resiliency. For teachers, code switching may require establishing clear guidelines for when and how it can be used in the classroom. On the part of students, encouraging them to use both languages to express themselves in their native languages. Future researchers may employ cutting-edge teaching techniques such as math stories to increase their interest in mathematics. Based on the gathered data, the findings of tag switching, intra-sentential switching, and inter-sentential switching indicated that students have had very high involvement in terms of attention and interest. On the other hand, code-switching-based instructions have very high efficacy in terms of confidence, experience, and enthusiasm.           In conclusion, this study provides evidence for the effectiveness of code-switching based instruction on learners involvement and efficacy in mathematics. The findings suggest that code-switching can be an effective instructional strategy for improving student engagement and confidence in mathematics. The recommendations provide practical guidance for educators and stakeholders to implement code-switching in the classroom and support student learning outcomes. Future research can further explore the potential of code-switching based instruction and other instructional strategies to improve student learning outcomes in mathematics and other subjects.

Efficacy

Instruction