The impact of the project-based learning method and the visual programming language Scratch on the achievements of preschool children in mastering arithmetic operations

Sovilj-Nikić, Sandra; Marinković, Jadranka

doi:10.59549/n.165.3-4.3

Napredak : Journal of Interdisciplinary Research in Education, Vol. 165 No. 3-4, 2024.

Original scientific paper

https://doi.org/10.59549/n.165.3-4.3

The impact of the project-based learning method and the visual programming language Scratch on the achievements of preschool children in mastering arithmetic operations

Sandra Sovilj-Nikić orcid.org/0000-0001-7710-3014 ; Faculty of Education, University of Novi, Sombor Serbia *
Jadranka Marinković ; Public preschool institution "Boško Buha", Vrbas, Serbia

* Corresponding author.

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APA 6th Edition

Sovilj-Nikić, S. & Marinković, J. (2024). The impact of the project-based learning method and the visual programming language Scratch on the achievements of preschool children in mastering arithmetic operations. Napredak, 165 (3-4), 237-250. https://doi.org/10.59549/n.165.3-4.3

MLA 8th Edition

Sovilj-Nikić, Sandra and Jadranka Marinković. "The impact of the project-based learning method and the visual programming language Scratch on the achievements of preschool children in mastering arithmetic operations." Napredak, vol. 165, no. 3-4, 2024, pp. 237-250. https://doi.org/10.59549/n.165.3-4.3. Accessed 20 May 2026.

Chicago 17th Edition

Sovilj-Nikić, Sandra and Jadranka Marinković. "The impact of the project-based learning method and the visual programming language Scratch on the achievements of preschool children in mastering arithmetic operations." Napredak 165, no. 3-4 (2024): 237-250. https://doi.org/10.59549/n.165.3-4.3

Harvard

Sovilj-Nikić, S., and Marinković, J. (2024). 'The impact of the project-based learning method and the visual programming language Scratch on the achievements of preschool children in mastering arithmetic operations', Napredak, 165(3-4), pp. 237-250. https://doi.org/10.59549/n.165.3-4.3

Vancouver

Sovilj-Nikić S, Marinković J. The impact of the project-based learning method and the visual programming language Scratch on the achievements of preschool children in mastering arithmetic operations. Napredak [Internet]. 2024 [cited 2026 May 20];165(3-4):237-250. https://doi.org/10.59549/n.165.3-4.3

IEEE

S. Sovilj-Nikić and J. Marinković, "The impact of the project-based learning method and the visual programming language Scratch on the achievements of preschool children in mastering arithmetic operations", Napredak, vol.165, no. 3-4, pp. 237-250, 2024. [Online]. https://doi.org/10.59549/n.165.3-4.3

Abstract

The research aims to determine how the application of the project-based learning method affects the achievements of preschool children in mastering the arithmetic operations of addition and subtraction, as well as to determine the impact of the use of the visual programming language Scratch on the development of logical thinking and progress in learning. The experimental research was carried out with preschool children aged 6 years. In the research, 30 children participated. They were divided into two equal groups. The first group of children conventionally learned arithmetic operations, while the second group learned using the project-based method. After that, both groups used the visual programming language Scratch to learn arithmetic operations. The Mann-Whitney U test was used to compare different methods of learning arithmetic operations and to determine the difference in achievement in mastering the arithmetic operations of addition and subtraction. The results show that the children of the experimental group, in which the project-based learning method was applied, showed a higher level of knowledge, especially after applying the visual programming language Scratch. Based on the obtained results, it can be concluded that the use of visual programming language in preschool education is an excellent supplement to the project-based learning method, as well as that it helps children to develop abilities such as creative and logical thinking and overall contributes to the progress of children in understanding arithmetic operations.