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August 26, 2025Open Access

Teaching Practices of Social Science Teachers in Facilitating Self-Directed Learning of Senior High School Students

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Quantitative study shows teaching practices impact self-directed learning in senior high school students, suggesting improvements are needed.

Self-directed learning behaviors improve with effective teaching practices and teacher training, enhancing student autonomy.
Teaching proficiency significantly influenced by age, gender, and teaching experience among social science educators.
Quantitative research design used stratified random sampling to analyze responses from 65 social science teachers.
Ongoing professional development is critical to address instructional needs and enhance teaching effectiveness.

M. González Álvarez (2025) studied this question.

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Quantitative study shows teaching practices impact self-directed learning in senior high school students, suggesting improvements are needed.