Code Switching in English Language and Academic Performance of Selected Public Secondary Schools in Ikenne Local Government Area, Ogun State

Abstract English language proficiency holds paramount importance in today's globalized world, where it has emerged as the dominant language for international business, trade, and diplomacy, making it an essential tool for communication and success. Thus, this study assessed code switching in English Language and students' academic performance of selected public secondary schools in Ikenne Local Government Area, Ogun State. This study adopted a descriptive research design. A sample of 388 respondents were selected through a multistage sampling method. Four research questions and 2 hypotheses were raised to guide this study. The information collected were sorted, coded, and entered in data sheet created in the SPSS. Analysis was done using descriptive and inferential statistics fixed at .05. The results revealed that more than two-third of secondary school students frequently code switch in their communication, code switched easily, and actively involved in code switching behaviour. Also a positive relationship between code switching behaviour in English Language and students' academic performance (r = .326, p = 000 < .05), as well as ease of use (r = .471, p = 000 < .05) was reported. Additionally, there is a significant impact of code switching behaviour on academic performance of public secondary school students (F(1,387) = 20.225; p = .000). The study concluded that students’ attitude towards English language and frequency of code-switching is crucial to enhance their academic performance. It is recommended that even if students may comprehend English well, code switching should occasionally be employed to enhance an utterance's referential message and to clarify and explain concept but not when lecturing or administering tests.