Abstract. The study used a descriptive-correlational research design to examine students' perspectives on code-switching as an instructional strategy in teaching English. 120 Grade 7 students from Tayasan National High School and Tayasan National Science High School were selected through stratified random sampling. Data were collected via a structured questionnaire and analyzed using weighted mean, Spearman’s Rank Correlation Coefficient, and Chi-Square tests. The study found that teachers frequently utilize codeswitching (overall mean = 3.79, indicating a High extent of use) to enhance understanding and engagement, with this practice being particularly evident in demonstrating politeness (mean score = 4.03). Students perceive code-switching as highly effective (overall mean = 4.08, High extent), especially in explaining topics more clearly (mean score = 4.24). A significant relationship exists between teachers' use of code-switching and students’ perception of its effectiveness, with positive impacts on engagement (rs = 0.338, p < .001) and academic achievement (rs = 0.481, p < .001). Moreover, mother tongue significantly affects students' perceptions, with Filipino and Sinugboanong Binisaya speakers finding it more beneficial than English speakers (χ² = 15.600, p = 0.004). Other factors such as sex (χ² = 1.214, p = 0.545), type of elementary education (χ² = 5.308, p = 0.070), confidence in using English (rs = 0.084, p = 0.295), and level of English proficiency (rs = 0.004, p = 0.968) showed no significant relationship with students' perception of code-switching effectiveness. These results emphasize that code-switching is a valuable instructional strategy that enhances understanding and engagement, particularly for multilingual learners. Educators are encouraged to strategically balance code-switching with English immersion to foster language acquisition and proficiency.

Keywords: Code-switching; English instruction; Philippines; Student perspectives; Teaching methods.