Browsing by Author "Ochoco, Cedric Anthony E."

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    Enhancing language instruction:
    (Diversitas Journal, 2024-07-25) Ancheta, Oscar O., Jr.; Ochoco, Cedric Anthony E.
    This study investigates the implementation of Mother Tongue -Based Multilingual Education (MTBMLE) in urban educational settings, focusing on its application in the laboratory elementary schools of Don Mariano Marcos Memorial State University. The research highlights the complexities of effectively delivering first language (L1) instruction. It underscores the critical need for targeted teacher training, localized instructional resources, and enhanced human, material, and financial support. While the study reveals a high level of awareness about MTB-MLE objectives, it also identifies significant gaps in the actual implementation and support for L1 instruction. These findings underscore the urgent necessity of prioritizing MTB-MLE initiatives to promote multilingualism and improve the overall learning environment in urban schools .
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    Special education program of the Department of Education in La Union
    (Don Mariano Marcos Memorial State University – Mid La Union Campus, 2016-03) Abad, Gloria C.; Ochoco, Cedric Anthony E.; Dela Cruz, Manolito F.; Nisperos, Paulito C.; Aurelio, Aloysius J.; Acantilado, Ma. Teresa Y.; Abulencia, Emeliza P.
    Equitable access to educational opportunities and achieving quality education is the concern of everyone. Hence, this study assessed the SPED program of the Department of Education in La Union. Specifically, it determined the teachers' and pupils' profile, level of awareness and attainment of the philosophy, goals, and objectives of SPED program, extent of implementation and support to SPED program, as well as capabilities and constraints. Qualitative and quantitative research designs were employed to the 121 respondents. This study found out that most of the teacher respondents' age bracket ranges from 21- 40, predominantly female, baccalaureate degree holders, most specialize in SPED, handle mostly intellectually disabled children, held Teacher I and SPED Teacher I positions, served within 1-5 years, and have attended trainings and seminars on local and national levels. There were more male pupils than female and mostly are gifted/talented. The respondents were highly aware and highly attained on the philosophy, goals, and objectives of the SPED program. They also moderately implemented and moderately supported the SPED program. Identification, screening, assessment, and evaluation of children, school admission and organization of classes, organizational patterns, school plant facilities, personnel recruitment welfare and development, administration and supervision, parent education and community involvement, linkages, public information, education and communication, funding, and curriculum were the constraints. Based on the findings of the study, the Six-Year Development Plan for SPED Program in La Union was formulated.