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This study aimed to predict the Materialistic values through a set of demographic variables, among students of the A'Sharqiyah University in the Sultanate of Oman during the academic year 2019/2020, using a sample of (414) students, distributed by gender, academic level, and the college. The results indicated that the materialism of students in the A'Sharqiyah were at the intermediate level with an percent (55%), and that the level of materialism correlated Negatively and statistically significant with The academic level, academic achievement, and academic specialization, with correlation coefficients of (-0.20, -0.17, -0.10) respectively, where they explain (18%) of the variance in materialism values, then the regression equation for predicting the materialism Included these three variables using the stepwise multiple regression analysis. The study recommended conducting studies on the relationship between materialistic values and other psychological variables, and the design of counseling programs to reduce the level of materialism among university students. هدفت هذه الدراسة إلى التنبؤ بالقيم المادية من خلال مجموعة من المتغيرات الديمغرافية (المستوى التعليمي للوالدين، الدخل الشهري للأسرة، المستوى الدراسي، التحصيل الأكاديمي، التخصص الأكاديمي، الجنس) لدى طلبة جامعة الشرقية في سلطنة عُمان خلال العام الدراسي 2019/2020، وذلك باستخدام عينة مكونة من (414) طالباً وطالبةً، موزعين حسب الجنس، المستوى الدراسي، والكلية العلمية، إذ أشارت النتائج إلى أن مستوى القيم المادية لدى طلبة جامعة الشرقية كان في المستوى المتوسط بنسبة مئوية بلغت (55%)، وإلى أن مستوى المادية يرتبط بشكل عكسي ودال إحصائياً مع متغيرات: المستوى الدراسي، التحصيل الأكاديمي، والتخصص الأكاديمي، بمعاملات ارتباط بلغت (-0.20، -0.17، -0.10) على التوالي، حيث فسّرت (18%) من التباين في القيم المادية، وقد تم التوصّل لمعادلة الانحدار الخاصة للتنبؤ بالقيم المادية باستخدام المتغيرات الثلاثة باستخدام تحليل الانحدار المتعدد المتدرج، وأوصت الدراسة بإجراء المزيد من الدراسات حول علاقة القيم المادية بالمتغيرات النفسية الأخرى، وتصميم برامج إرشادية لخفض مستوى المادية لدى طلاب الجامعات.

There is a demand for students with various types of thinking skills to be prepared for the 21st century. In line with this trend, the Ministry of Education in Oman started integrating new pedagogical methods to teach thinking skills in middle school settings in Oman. This study utilizes a qualitative approach to explore teachers' attitudes toward teaching thinking skills, identify the strategies teachers use to teach thinking skills, and investigate the challenges teachers confront while implementing thinking skills activities. Twenty-five teachers were responded to an open-ended question form from different areas in Oman. The thematic analysis approach was used for data analysis. The findings of this study revealed that teachers have positive attitudes towards teaching thinking skills in their classes. Teachers' attitudes toward teaching thinking skills were motivated by different factors, including individual school support and TPACK. Therefore, decision-makers have a strong role in designing professional development programs to motivate teachers to teach thinking skills. This research contributes to the existing literature on teaching thinking skills in middle school settings in the new context because Oman and decision-makers can use the findings to design intervention programs to accelerate teaching thinking skills in Omani schools. The limitations of this study were related to the sample size. Future research should be conducted by extending the sample of this research and using a new methodology. The researchers suggest investigating the influence of teaching thinking skills on students' outcomes.

La présente étude vise à examiner l’efficacité de la stratégie d’apprentissage par projets pour le développement des compétences en leadership des élèves de troisième année primaire. Les questions de recherche ont été traitées en utilisant l’approche expérimentale. Les chercheurs ont sélectionné 76 élèves de troisième année de l’école primaire mixte Al Zaitun de Gaza, et ont échantillonné au hasard deux classes de troisième année. Les participants ont été divisés en deux groupes équivalents, chacun composé de 38 élèves. La stratégie d’apprentissage par projets était utilisée pour enseigner l’anglais au groupe expérimental, tandis que la méthode traditionnelle était utilisée pour le groupe contrôle. L’outil d’étude consistait en une grille d’observation sur laquelle les compétences de leadership de l’élève étaient notées avant et après l’application. Les données ont été analysées à l’aide du logiciel Statistical Package for Social Sciences. Le test t et la taille de l’effet ont été utilisés sur les échantillons pour l’analyse. Les résultats ont révélé des notes moyennes plus élevées en matière de compétences en leadership pour le groupe expérimental sur la grille d’observation post-expérimentation. Les chercheurs ont attribué ces résultats à la stratégie d’apprentissage par projets et les résultats de cette recherche tendent à soutenir la recommandation de son utilisation dans l’enseignement de l’anglais pour développer les compétences en leadership. Des recherches supplémentaires sont nécessaires pour étudier l’effet d’autres stratégies d’apprentissage par projets sur d’autres niveaux et habiletés fondamentales.

This study aimed at investigating the effectiveness of the project-based learning strategy on developing third graders' leadership skills. The research questions were addressed using the experimental approach. The researchers purposively sampled 76 third graders from Al Zaitun Co-ed Elementary C School in Gaza and randomly sampled two classes of third graders. Participants were divided into two equivalent groups, each consisting of 38 students. The project-based learning strategy was used for teaching English to the experimental group, whereas the traditional method was used for the control group. The study tool consisted of an observation card on which the student's leadership skills were rated pre- and post-application. Data were analyzed using the Statistical Package for Social Sciences. Independent samples t-test and effect size were used in the analysis. Results revealed higher mean scores in leadership skills for the experimental group in the post-application observation card. The researchers attributed these findings to the project-based learning strategy and recommend its use in teaching English to develop leadership skills. Further research is needed to investigate the effect of other project-based learning strategies on other grade levels and life skills.