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.
Exploring the Tagalog-English Code-Switching Types Used for Mathematics Classroom Instruction