BILINGUAL TEACHING STRATEGIES AND GRADE 12 STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH

Cherry Ann A. Arranguez, Cristie Ann L. Jaca

1. Department of Education, Madridejos National High School
2. Cebu Technological University, Main Campus

Abstract
This study examined the use of bilingual teaching strategies and their relationship with the academic performance in English of Grade 12 students at Madridejos National High School during the first term of School Year 2026–2027. Specifically, it investigated the extent to which strategies such as translation, code-switching, and the use of Filipino or Cebuano to explain difficult concepts were employed in English instruction and how these strategies related to students’ academic achievement. The study employed a descriptive-correlational research design with instructional intervention involving 2 sections of Grade 12 HUMSS. The respondents were 100 Grade 12 students and 11 High School English teachers. The findings showed that students’ academic performance improved following the instructional interventions. The mean score increased from 31.53 (Satisfactory) in the pre-test to 35.26 (Very Satisfactory) after traditional instruction and further increased to 38.49 (Excellent) after bilingual instruction. Among the bilingual teaching strategies, translation of difficult words or sentences and code-switching between English and Filipino/Cebuano were the most commonly employed strategies, reported by all 11 teachers. The overall extent of utilization of bilingual teaching strategies was interpreted as Often (mean = 3.18). Translation of difficult words or sentences obtained the highest utilization mean of 3.73 (Always), while the use of bilingual instructional materials obtained the lowest mean of 2.36 (Sometimes). The results further revealed significant relationships between students’ academic performance in English and the bilingual teaching strategies employed (χ² = 16.142, p = 0.0011) and between academic performance and the extent of utilization of bilingual teaching strategies (χ² = 18.106, p = 0.0001). Based on the findings, the BRIDGE (Bilingual Reinforcement and Instructional Development for Greater English Engagement) teaching prototype was developed.

Keywords:
academic performance, bilingual teaching strategies, code-switching, English teaching, translanguaging

Article Type: Open Access

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