Thesis Bachelor of Secondary Education major in Mathematics University of Rizal System-Morong. 2018

EXECUTIVE SUMMARY: The study aimed to analyze the level of mathematical performance of Grade 7 learners as revealed by the pretest and posttest results with respect to different lessons in Geometry specifically, Triangle and Circle. This study was conducted in University of Rizal System Morong Laboratory School during the School Year 2017 - 2018 with 79 students or one hundred percent (100%) population of Grade 7 students. Experimental method of research was employed in the study which utilized the effect of code-switching technique on the mathematical performance of the Grade 7 learners with respect to different lessons in Geometry specifically, Triangle and Circle. The results were computed and interpreted using the appropriate statistical treatment. Mean and standard deviation were used to determine the level of mathematical performance of the grade 7 learners in the control group and experimental group as revealed by the pretest and posttest with respect to the different lessons in Geometry such as Triangle and Circle. Dependent t-test was employed to determine the significant difference on the level of mathematical performance of grade 7 learners in the control group and experimental group as revealed by the pretest and posttest results with respect to the different lessons in Geometry. Independent t-test was applied to determine the significant difference on the level of mathematical performance of the Grade 7 learners in the control group and experimental group as revealed by the posttest result with respect to the different lessons in Geometry. The findings showed that the mathematical performance of grade 7 learners in control group improved as revealed in the pretest and posttest in terms of different lessons in Geometry. The study revealed that the mathematical performance of both the experimental and control groups improved as revealed by the result of pretest and posttest in Geometry specifically in Triangle and Circle. In addition with the above findings, there existed significant difference on the level of mathematical performance of the grade 7 learners in experimental group before and after exposure to Code-Switching technique in terms of the lessons triangle and circle since the obtained p-values of 0.007 and 0.004 are less than 0.05 level of significance, hence the null hypothesis is rejected. On the other hand, there is no significant difference on the level of mathematical performance of the grade 7 learners in the control group as revealed by the pretest and posttest result in terms of the different lessons in Geometry specifically Triangles and Circles since the obtained p-values of 0.206 and 0.172 are greater than 0.05 level of significance, hence fail to reject the null hypothesis. Based on the findings, the study concluded that code-switching technique is a great help in enhancing the mathematical performance of the learners. In line with the conclusion, the study recommended the following: code-switching technique may be used as a strategy in teaching Geometry; and parallel study may be conducted considering other group of learners and other areas of Mathematics.