COVID-19 Legacy: Post-pandemic Qualitative Meta-Analysis on Students Teacher-Dependency Amongst Master Two Populations in Algeria

Latifa Sellam

Authors

Latifa Sellam

Keywords:

student’s teacher-dependency; post-pandemic; legacy, learning process

Abstract

A meta-analytic approach was conducted examined the consequentiality between student-teacher dependency and the pandemic's sequels in Saida, Algeria. The post-covid phase overlapping effects have switched notions, beliefs, and practices orbiting around independence in learning. The present study captures issues underlying dependency. To fulfil its intent, a qualitative method was used. Both questionnaires and interviews were addressed to master two populations; one specialized in the field of didactics, and the other promotion in literature and civilization. The findings suggest that they are entirely teacher-dependent students. They conceive the teacher as the single boosting agent in learning. And that, all of them apprehend the notion of 'independency'.

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How to Cite

COVID-19 Legacy: Post-pandemic Qualitative Meta-Analysis on Students Teacher-Dependency Amongst Master Two Populations in Algeria. (2023). Global Journal of Human-Social Science, 23(G3), 33-37. https://socialscienceresearch.org/index.php/GJHSS/article/view/103659

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