INDECS, Vol. 23 No. 2, 2025.
Original scientific paper
https://doi.org/10.7906/indecs.23.2.8
The Impact of Scrum Methodology on Student Motivation and Problem-Solving Skills
Sanja Maravić Čisar
orcid.org/0000-0001-8131-9141
; Subotica Tech-College of Applied Sciences, Subotica, Serbia
*
Robert Pinter
orcid.org/0000-0002-1528-4099
; Subotica Tech-College of Applied Sciences, Subotica, Serbia
Petar Čisar
orcid.org/0000-0001-8009-3347
; John Von Neumann University, GAMF Faculty of Engineering and Computer Science, Kecskemet, Hungary
Predrag Đikanović
; Faculty of Diplomacy and Security, Belgrade, Serbia
* Corresponding author.
Abstract
This study investigates the impact of incorporating Scrum methodology into project-based learning on student motivation, knowledge retention, and problem-solving skills. Conducted with 40 third-year students, the research utilizes a combination of the Student Engagement Instrument, and custom survey questions developed by the authors. A pre-test and post-test were administered to assess changes in student engagement, collaboration, and project management efficiency. The results reveal a significant improvement in student motivation and problem-solving abilities, with a paired t-test showing a statistically significant increase in grades when comparing the Scrum-based course to a traditionally instructed course. Students reported improved teamwork and communication, particularly using daily stand-up meetings and retrospectives. Limitations of the study, such as sample size and specific course context, are acknowledged, and recommendations for future research are provided. The findings suggest that Scrum methodology can effectively foster a more engaged, collaborative, and productive learning environment in higher education.
Keywords
project-based learning; Scrum methodology; soft skills; lifelong learning; higher education
Hrčak ID:
330532
URI
Publication date:
30.4.2025.
Visits: 611 *