Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 3

and the last was open-ended. Therefore, the thematic framework was figuring out approaches in learning; in parallel, to find out if they consider or not independency as an ideology at this level of instruction. Besides, a semi-structured interview was administered. It provided an opportunity to converse with some randomly chosen students and elicit the shared mentality that reigned amidst the outbreak. We mean here by mentality, the collective perceptions and understanding when it comes to learning independently. Those turned beliefs and attitudes that we are currently witnessing. Rupture with the old practices, and the good old way of thinking and reasons why dependency has increased as much, were the central themes of this interview. All in all, the process helped to deepen the data collected via questionnaire. This inquiry was exploratory in nature, seeking to provide understanding of learners’ teacher dependency rather than extrapolate findings to other contexts. It is hoped that the yielded results will increase our knowledge of the phenomenon under investigation. III. Q uestionnaire Q uantitative R evelations The questionnaire revealed the following data numerically expressed. It was reported that respondents view the following: ⋅ Teacher is a boosting agent 90%; ⋅ Hardworking is a fostering factor 90%; ⋅ No extra research done weekly 100%; ⋅ Relying heavily on courses contents 100%; ⋅ Depending on teacher’s input 95%; ⋅ Most of them are extrinsically motivated 95%; ⋅ All of them apprehend independency 100%; ⋅ Dependent learners can never reach the desired competence 95%; ⋅ Discipline forges independency 95%; ⋅ Positivity, intrinsic motivation and self-regulation shape autonomy by 55%. IV. F indings & R esults Besides quantitative findings, the results suggest the following intermingled considerations regarding participants’ perceptions and stances: a) Extrinsically motivated: They rely on the teacher’s constant urge and push. Generally, extrinsic motivators or motivating agents are few, for instance, parental motivation, then comes the instructors’ one. Motivation emanating from the external environment operates as a boost, should be concomitantly accompanying the education process. Concerning the outcomes of this type are ungenerous, since it is environment-directed; and this, is what we are actually noticing. In contrast to intrinsically motivated learners, who take their willpower and determination from an inner motive. Eventually, the numerical results show that extrinsically motivated students greatly outnumber intrinsically motivated ones. b) Teacher’s-input dependent: According to their answers, they are entirely dependent to the teacher’s input; this implies that course contents is the only reference. They confirmed by adding that no further reading or research making are undertaken weekly. It is worth mentioning here, that, teachers welcome extra information, encompassing metacognition, in considering assessment approaches according to the formative mode (Thrumbull & Lash, 2013). The goal is to improve learning, not to apply final marks. The summative aspect wraps students’ acquisition and learning rates as well as achievement, at the end of the instructional period i.e. semester, besides tests. c) Absence of Hardworking: Another point underlying dependency in learning is that they do not attribute much attention to hardworking and diligence. This philosophy is relatively cohort; they are economical when making efforts. Contrastively, in the pre- pandemic past years, we had six to seven hard workers per promotion, but unfortunately, nowadays, we have one to two who are truly conscientious. This leads to say that, the minimum for success might be a passing grade for majority, but a high distinction for others. Consequently, they are subject to enduring heavy episodic failure. This particular variation supports (Kahu & Nelson’s, 2017) concept of an individual interface, where all aspects of the student experience, including perceptions of success, are a dynamic interaction between institution and student. They are supposed to meet university standards and requirements. Unsurprisingly, the meager percentage, representing diligent students, conceive that discipline forges autonomy. Since, the prevailing view of student’s success focuses on measures of academic achievement, student retention and, qualification completion (York et al., 2015). In other words, unconscientious learners need a quantum leap to join the other camp. V. D iscussion A priori, the pandemic has generated disproportionately two distinct gatherings. The first, which is predominant, encompasses learners’ teacher-dependent, obviously noticed, unfortunately representing the overwhelming majority quantified by 98%. The second gathers a minority of 02 %, alongside, of potential effects related, without exaggeration, to the upheaval amid the outbreak. Seemingly, blinded-hybrid learning has prepared a fertile soil for the germination of © 2023 Global Journals Volume XXIII Issue III Version I 35 ( ) Global Journal of Human Social Science - Year 2023 G Covid-19 Legacy: Post-Pandemic Qualitative Meta-Analysis on Students’ Teacher-Dependency Amongst Master Two Populations in Algeria