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’.
A meta-analytic approach was conducted to examine 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 independency in learning. The present study captures issues underlying dependency. To fulfil its intent, a qualitative method was used. Both questionnaire and interview were addressed to master two populations, specialized in the field of didactics, and the other promotion specialized in literature and civilization. The findings suggest that they are entirely dependent students, and that predominantly, extrinsically motivated. They conceive the teacher as the single boosting agent in learning. And that, all of them apprehend the notion ‘independency’.