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

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Sellam Latifa
Sellam Latifa
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Latifa Sellam
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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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No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Not applicable for this article.

Sellam Latifa. 2026. \u201cCOVID-19 Legacy: Post-pandemic Qualitative Meta-Analysis on Students Teacher-Dependency Amongst Master Two Populations in Algeria\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 23 (GJHSS Volume 23 Issue G3): .

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In-depth analysis of Covid-19's impact on students' educational experience and resilience strategies.
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GJHSS Volume 23 Issue G3
Pg. 33- 37
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: DDC Code: 614.5 LCC Code: RA644.S17
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v1.2

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April 28, 2023

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English

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

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