Impact of Project-Based Learning on Creativity and Logical Thinking of Grade 7 Learners in Scratch Programming

Impact of Project-Based Learning on Creativity and Logical Thinking of Grade 7 Learners in Scratch Programming

Sabangan, Esperanza R.

Department of Education, Makati City, National Capital Region, Philippines

Publication Information

Journal Title: International Journal of Research and Innovation in Social Science (IJRISS)
Author(s): R., Sabangan, Esperanza
Published On: 12/10/2025
Volume: 9
Issue: 3s
First Page: 7359
Last Page: 7380
ISSN: 2454-6186

Cite this Article R., Sabangan, Esperanza ; Impact of Project-Based Learning on Creativity and Logical Thinking of Grade 7 Learners in Scratch Programming,  Volume 9  Issue 3s, International Journal of Research and Innovation in Social Science (IJRISS),7359-7380, Published on 12/10/2025, Available at https://rsisinternational.org/journals/ijriss/articles/impact-of-project-based-learning-on-creativity-and-logical-thinking-of-grade-7-learners-in-scratch-programming/

Abstract

This study examined how Scratch programming changed grade seven creativity, reasoning, and problem-solving skills through project-based learning (PBL). Multi-method data collection included self-assessment surveys, quarterly skills evaluations, and open-ended responses to ensure consistency. Before PBL, students indicated they were moderately to very creative (weighted mean = 3.71), but they had problems implementing what they learned and often imitated others instead of coming up with their own ideas. Their Quarter 2 performance (mean = 78.25%, SD = 6.82) demonstrated that they struggled with debugging (WM = 3.44) and methodical planning (WM = 3.76). PBL led to significant improvements in creativity and logic (WM = 3.79) and Quarter 3 evaluation scores (mean = 91.90%, SD = 4.44; t = -26.4, p < .001). The qualitative comments centered on structured problem-solving strategies like task decomposition, whereas the quantitative data supported PBL’s computational thinking influence. PBL structured students’ inherent creativity and improved their logical reasoning and problem-solving skills, which aligns with 21st-century educational goals. Recommendations include preserving PBL in programming classrooms, adding scaffolded assignments, and studying computational thinking over time. More studies may examine the effectiveness of scaffolding and whether PBL can effectively teach advanced programming topics.

Keywords: Project-Based Learning, Creativity, Logical Thinking